The High Court in India directs a university to Adopt Liberal Approach for Student with Dyscalculia

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A NLSIU student with dyscalculia sought Karnataka High Court intervention for Economics course accommodations. The Court directed NLSIU to be flexible. NLSIU responded by offering an alternative “History of Economic Thought” course instead of “Numbers” and proposed exam adjustments focusing on concepts over calculations. The court acknowledged these suitable solutions for the student.

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The case for structured word inquiry

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The term neurodivergent describes people whose brains work differently from what is considered typical. This includes children with dyslexia, ADHD, autism, dyscalculia and other learning differences. Neurodivergence is not about being less capable. It simply means a child learns in ways that diverge from the majority. Yet when classrooms are built around only one “standard” way of learning, many children — neurodivergent or not — end up feeling broken by a system that does not work for them.

At the Bermuda Centre for Creative Learning, we know there is another way. Structured word inquiry offers an inclusive approach that benefits every learner. Instead of asking children to memorise and drill, SWI invites them to investigate words like scientists. Why is this word spelt this way? What meaning does it carry? How is it connected to other words? Suddenly, spelling is no longer about arbitrary rules — it becomes a logical system with patterns and connections that make sense.

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AI in the Classroom: Opportunities and Risks for Students with Special Education Needs

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The OECD’s latest report, produced with research contributions from the National AI Institute for Exceptional Education, the Learning Engineering Virtual Institute, and European university consortia, makes a persuasive argument that artificial intelligence could be transformative in supporting students with special education needs, provided it is rolled out responsibly. Students with disabilities remain among the most disadvantaged in terms of education and employment across the OECD, with girls and women facing even greater inequities. Although mainstreaming children with disabilities into general classrooms has been shown to improve both academic and social outcomes without harming peers, the stubborn persistence of achievement gaps demands fresh solutions. Against this backdrop, the report asks a crucial question: can AI bridge those divides without worsening risks of bias, privacy breaches, or environmental burdens?

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Student shines thanks to accessibility support she receives at CSU

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When Kennedy Reister was very young, doctors thought she might be blind or deaf.

Eventually, she was diagnosed with conditions that doctors said would keep her from going to college. They said she’d be lucky to finish high school and might be capable of a career in cosmetology.

But the Littleton native made it to Colorado State University, where she is excelling thanks to the accessibility resources and support that the university provides.

At age 4, Reister’s parents learned that she had dyscalculia, an inability to do basic math; dysgraphia, which limits her handwriting ability; and dyslexia. From fifth through eighth grade, she attended Denver Academy, a school that is well known for providing a specialized education to those with disabilities.

“That was the best thing that ever happened to me,” Reister said.

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Applied biostatistics for clinical reasoning how work around our dyscalculia

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