Learner Populations

Learners who benefit from advanced content, greater depth, faster pacing, increased complexity, or opportunities for enrichment and acceleration.

Learners on the autism spectrum whose learning may be supported through clear structure, accessible communication, sensory consideration, or flexible instructional approaches.

Learners who are blind or have low vision and may use accessible formats, tactile materials, audio support, screen readers, magnification, or high-contrast design.

Learners who are deaf or hard of hearing and may benefit from captions, transcripts, visual instruction, sign-language access, or reduced dependence on audio-only content.

Learners with dyslexia who may benefit from structured literacy, explicit instruction, multisensory learning, readable formatting, or additional decoding and spelling support.

Learners developing proficiency in English who may benefit from language scaffolds, visual supports, vocabulary development, translated resources, or culturally responsive instruction.

Learners with attention-deficit/hyperactivity disorder who may benefit from clear organization, shorter learning segments, movement, engagement, flexible pacing, or executive-function support.

Learners with physical, intellectual, developmental, sensory, communication, or other disabilities for whom the offering includes intentional accessibility or specialized support.

Learners whose neurological development or processing differs from what is considered typical, including learners with varied attention, communication, sensory, or learning profiles.

Learners who avoid reading, read below their expected level, or need additional motivation, confidence, decoding, fluency, vocabulary, or comprehension support.

Learners who are advanced or gifted while also having a disability, learning difference, or neurodivergent profile that creates both strengths and support needs.