Purpose
The meaning of neurodiversity has evolved over time since its collective inception in the 1990s. The term “neurodiverse” refers to the cognitive diversity that exists among all individuals. However, the term “neurodiversity” is used to describe individuals who have autism spectrum conditions, learning difficulties, attention deficit hyperactivity disorder, and other neurological conditions. Medical educators have a twofold responsibility to neurodiverse students. Medical educators must understand what neurodiversity entails and they must be able to provide learning environments and opportunities inclusive of neurodiverse students.

Methods
To accomplish these goals, a narrative literature review was undertaken to help understand the history behind the term “neurodiversity” and more importantly, to identify ways to ensure medical education is inclusive of neurodiverse students. One approach identified in the literature is applying Universal Design principles for inclusivity.

Results
The narrative review revealed the history behind the term “neurodiversity” including the social and political movements that this term describes. Medical educators can increase their understanding and broaden their perspectives by learning the history behind this term. The use of “neurodiversity” can allow medical educators to potentially shift how they view neurodiverse students by moving away from the medical model that focusses on deficits and embracing the neurodiversity concept that focusses on cognitive diversity; cognitive diversity allows individuals to apply different perspectives to solve problems. The best way to ensure inclusivity in medical education is to apply Universal Design to the medical school learning environment and curriculum.

Conclusion
Neurodiverse students would benefit from medical educators having a better understanding of the neurodiversity concept and universal design principles. This presentation will explain how universal design principles can be applied to the learning environment and curriculum of medical schools. Creating an inclusive medical school will support neurodiverse students and benefit the entire community of students and educators.