Learning differences have long been viewed through a deficit-based lens. My research aims to shift this perspective by examining these differences as variations in brain development.

By understanding how neural systems differ among individuals, we can move toward more inclusive educational models. These models recognize diversity as a strength, rather than a limitation.

For individuals with dyslexia, this shift is particularly important. It allows for more targeted support and reduces stigma.

This work highlights the importance of aligning scientific understanding with social and educational practices.