Redford, a veteran 5th grade teacher, addresses the question of whether, in the case of students with dyslexia, "it's time to ditch the disability classification and replace it with more positive language that embraces and appreciates [the condition] as a 'neurodifference' instead." Her answer is no--at least in the current education environment. She argues that while students with dyslexia are often deep and creative thinkers with extraordinary capabilities, they also struggle with foundational academic skills and need the supports and accommodations afforded them by the disability classification (and long sought after by advocates). In particular, such students often in need intensive interventions and accommodations in reading, writing, and test-taking. Redford says that Universal Design for Learning, a framework of supports often used with students with learning disabilities, can be helpful in giving students with dyslexia better access to curricula and alternative ways to demonstrate their learning. The principles of neurodiversity can help destigmatize and demystify conditions like dyslexia but in terms of providing needed academic supports in a school setting, they are largely aspirational.