Education and research can foster a more inclusive understanding of autism that respects neurodiversity while addressing medical concerns. Not every person with autism requires medical intervention; some may benefit more from social support or educational adaptations. Thus, schools and healthcare professionals should be educated on neurodiversity, emphasizing that autistic individuals have unique strengths and challenges.

Medical experts and sociologists have been attempting to reshape how to understand, research, and support autistic people and others with related neurodevelopmental differences. Specifically, they try to clarify the position that autism is a difference, not a deficit, such that individuals do not need to be "fixed" or "cured.” Much of the research in this area has focused on the continued importance of a timely diagnosis and how the participation and well-being of autistic individuals and their families are impacted with respect to education, community, employment, and care. Many strategies are underway to understand autism better in dealing with behavioral as well as health-related concerns.

Neurodiversity is a non-medical term that describes people whose brains develop or work differently for somewhat inexplicable reasons. The neurodivergent movement encourages viewing autism as a natural variation of human diversity rather than a disorder to be cured. Neurodivergent people often display different strengths and struggles compared to people whose brains develop or work more typically. The movement has emphasized the acceptance and inclusion of individuals with neurological differences, challenging traditional deficit-based models of disability. Although this paper considers that medicalization may be necessary in specific circumstances, questions regarding whether the diagnosis and medical treatment of neurodivergence occur at an appropriate rate must be addressed. Through research into both medical and sociological conceptions of neurodiversity, not to mention the need for medical treatment of the condition in specific settings, this essay hopes to provide a balanced analysis of the challenges posed between recognizing the dignity of neurodivergent people and overmedicalization, focusing mainly on the autism spectrum disorder.

This research also shows how tailored learning approaches such as visual aids, flexible classroom settings, and sensory-friendly environments can develop personalized learning strategies for autistic individuals. Inclusion policies should be implemented in schools to allow autistic individuals to thrive alongside neurotypical peers. Educators can receive specialized training to understand autism and neurodiversity better, promoting respect and support for all students.

Keywords: Neurodiversity, education and research, inclusive understanding, autism, educational adaptations, tailored learning approaches, classroom settings.