1 - What risks do schools take by not teaching neurodiversity inclusion education to their students? And why should this information be taught as early as pre-school?

-Special Education students may not feel a sense of belonging. Instead, they may feel isolated, lonely, embarrassed, confused, sad, anxious, self-conscious.

-Special Education students may be ostracized from activities with peers or they may be made fun of or teased.

-Special Education students may not be able to learn as well if they are spending their time worrying about what the other students might be thinking of them.

-General-Ed students may be nervous, apprehensive, or uncomfortable around their neurodiverse peers because neurodiversity is an unknown for them.

-General-Ed students may not know how to approach, talk to, or engage their neurodiverse peers.

-General-Ed students may not know how to discuss their thoughts or feelings, or know how to ask questions about neurodiversity.

-General-Ed students may have difficulty learning in an environment they feel uncomfortable in.

-The earlier and younger kids learn about neurodiversity inclusion, the easier they will internalize and normalize neurodiversity. Inclusion will become second nature.