Glossary
Neurodiversity & Neuroinclusion
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The idea that human brains are naturally different — just like personalities or learning styles are different. Different does not mean broken.
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A person whose brain works differently from what is considered typical (this can include ADHD, autism, dyslexia, and more).
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A person whose brain works in ways that match common expectations for attention, learning, and behavior.
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Designing schools, workplaces, and communities so different kinds of brains can succeed — instead of forcing everyone to fit one mold.
Executive Function
The Brain’s Management System
Executive function skills help you start things, stay organized, manage time, regulate emotions, shift when plans change, and finish what you begin.
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When someone knows what to do but cannot reliably start, organize, or complete it.
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Holding information in your mind long enough to use it — like a mental sticky note.
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Getting started without endless delay.
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The brain’s pause button before acting or speaking.
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Managing big feelings so they don’t take over.
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Shifting thinking or adjusting when something changes.
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Deciding what matters most and mapping steps.
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Estimating how long things take and noticing the passage of time…Or Not.
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Staying focused long enough to complete a task.
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Keeping materials, thoughts, and systems in order.
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Sticking with something even when it’s hard.
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Thinking about your own thinking — knowing what you know and what you don’t.
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Getting mentally “stuck” on a thought or mistake and struggling to move on.
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How quickly someone can take in, understand, and respond to information.
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The extra seconds some brains need to process before responding.
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The belief that “I can influence what happens.”
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Separating the problem from the person (“This system isn’t working” vs. “I’m bad at school.”)
ADHD & Motivation
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A brain difference affecting attention, impulse control, and follow-through.
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A brain chemical involved in motivation and reward.
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Working near another person to increase focus and follow-through.
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Intense emotional pain from perceived criticism or rejection (a commonly described experience, not a formal diagnosis).
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High physical or mental energy that feels difficult to regulate.
Autism & Sensory Processing
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A developmental difference affecting communication, sensory experience, and patterns of behavior.
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Descriptions of how much support someone needs — not intelligence.
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A strong nervous-system response where everyday demands feel threatening.
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A strong preference for sameness and predictability.
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How the brain interprets sound, light, touch, smell, and movement.
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When the brain receives more input than it can manage.
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Difficulty processing spoken information even when hearing is normal.
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Heightened response to touch or textures.
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Movement and balance sensations that affect focus and regulation.
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When senses blend together (for example, seeing colors when hearing sounds).
Learning Differences
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A brain-based difference that makes reading and spelling harder.
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Difficulty understanding numbers and math concepts.
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Difficulty with writing, handwriting, or organizing ideas on paper.
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Strength with words, difficulty with spatial reasoning or social nuance.
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Gifted and also has a learning difference.
School Support Terms
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A school plan providing accommodations (extra time, quiet space, seating changes) under federal law.
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A legal document providing specialized instruction and services under federal law.
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Teaching the same topic in different ways to meet different learners.
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Designing lessons from the start to work for many types of learners.
Coaching & Growth
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Teaching practical life-management skills school often assumes but does not explicitly teach.
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Regular check-ins to support follow-through.
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Working toward measurable outcomes.
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Goals that are specific and measurable.
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Breaking large tasks into smaller, manageable steps.
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Attaching a new habit to an existing routine.
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Scheduling focused blocks of time for specific tasks.
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Sorting tasks by urgent vs. important.
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Preparing in advance to reduce stress later.
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Belief that skills improve with effort and strategy.
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Belief that abilities are static.
Emotional & Regulation Terms
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Physical and mental exhaustion from prolonged stress.
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Simple strategies to calm the nervous system and refocus.
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Providing structured, predictable support that reduces stress and increases safety.
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A therapy model focused on accepting thoughts and choosing actions aligned with personal values.
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A therapy approach focused on changing thought patterns to influence behavior.
North Carolina Funding
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A North Carolina program providing approximately $9,000–$17,000 per year for students with disabilities to use on approved educational services.
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A government health insurance program for many individuals with disabilities and low-income families.
Language Preferences
Preferences vary. Listening matters.
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“Person with autism.”
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“Autistic person.”