Co-created by Hoeft and Zaghi, both of whom bring lived experience as dyslexic, ADHD-identifying individuals — and as parents of neurodivergent learners — the initiative integrates educational neuroscience, responsibly implemented AI tools, and Universal Design for Learning (UDL) into a cohesive framework.

According to the creators, it offers a forward-looking, research-based approach to education that focuses on talent development and innovation. Grounded in neuroscience and learning science, it recognizes that differences in how students think and process information are natural and valuable — not obstacles to overcome.

Rather than relying on labels or diagnoses, this model is about improving educational systems to better serve all learners, according to Hoeft.

This initiative complements university-wide efforts such as CETL’s inclusive teaching programs and UConn Engineering’s Include Program, which also emphasize neuroinclusivity, faculty training, and the responsible use of AI in education.

“The Neurovariability Initiative is a powerful example of how the Waterbury campus is leading with science, innovation, and compassion,” says UConn President Radenka Maric.

“By recognizing that students think and learn in different ways, and by designing systems that build on those strengths, this initiative reflects our UConn-wide commitment to empowering every learner and preparing them to thrive in a rapidly changing world.”