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How suitable is the program for neurodiverse learners?
How suitable is the program for neurodiverse learners?

Notes on effectiveness for individuals with ASD, ADHD, dyslexia and various processing disorders.

Justin Sung avatar
Written by Justin Sung
Updated over a week ago

While our program is not fully optimised at this time for neurodiverse individuals, many of our neurodiverse students have found success by using the program and following additional guidelines.

Our program is suitable for neurodiverse individuals for the following reasons:

  1. The techniques are based on core learning processes of the human brain which do not seem to be dominantly affected in common learning disabilities such as ASD, ADHD and dyslexia - this is unlike most conventional learning techniques which heavily rely on processes that those with ADHD, ASD and dyslexia are most impacted by

  2. The membership features a very high level of support and guidance as standard, which helps support neurodiverse individuals also

  3. The roadmap has additional options and recommendations for those with neurodiverse needs

Correct utilisation of the techniques helps to empower learners to minimise the impact of learning limitations that are posed by neurodiverse conditions, while fully utilising the strengths that neurodiverse individuals have. These strengths are traditionally under-developed in conventional education systems.

Medications for neurodiverse learners

In our experience, stable medication is very helpful for augmenting program learning and skills development, especially if you have:

  • hyperfocus or fixation tendencies

  • easy distractibility

  • fluctuating concentration throughout the day

While some techniques will help in cognitive retraining to improve your focus and concentration, engaging in this practice is much easier with a consistent medication regime that supports the retraining process.

Considerations for neurodiverse learners

The following should be considered when making a decision about joining our membership:

  • Much of the learning is through medium-length videos rather than direct reading, however, reading does form a significant component.

  • The process is not quick - true change will take consistent and diligent effort over an extended period of time.

  • The time to see effective change should be considered roughly double that of a neurotypical learner.

  • Support is available for you by our team at all times, but you do need to reach out to ask for it.

Recommendations for neurodiverse learners

  • When proceeding through the program, we recommend going slower and following our suggestions carefully.

  • We recommend not trying to implement other systems of learning while learning ours, as it massively increases the risk of incorrect technique application.

  • Keep things simple and structured - our program is naturally very structured and we have found that students who deviate from this structure tend to underperform compared to those that adhere to the structure (even for advanced academic learners who believe the structure should be changed for them).

Special note about dyslexia

In our experience, we have found that dyslexia is the least impacted condition for our program. As a result, we have had many students with varying levels of dyslexia (including severe) do very well with our techniques. This may be due to the highly multimodal method of learning and processing we teach, we rely much less on reading and writing than conventional techniques.

The future of our neurodiversity support

At this time, we are planning a special additional module for neurodiverse learners, working alongside experts in the field. This is not currently available and no exact time of release can be given. This article will be updated when this module is published.

Moving forward, we intend to integrate neurodiversity specialists in our team to more fully support our learners, especially those with ADHD, a very common diagnosis among our members.

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