In their article, “Supporting Successful Statistics Learning for Neurodiverse Students”, Bower and Dahlstrom-Hakki (2019) present numerous tips and strategies to help teachers make their classrooms more inclusive.  They define neurodiversity as a term that, “has been increasingly used to define a broad range of individuals whose brain neurology significantly differs from the norm. Originally coming out of the autism community, it is increasingly being used to describe other populations of students with disabilities including those with learning disabilities and ADHD. The term aligns with a reconceptualization of these disabilities as representing normal variability in human cognition rather than disorders of the brain. The disabilities experienced by neurodiverse learners in education are increasingly seen as shortcoming of a rigid system rather than failings of the individuals themselves.”