*Addressing Co-Occurring Conditions in Education for Individuals with Learning Disabilities DOI: http://dx.doi.org/10.5772/intechopen.113231*

ing field and ensure that neurodivergent learners have an equal opportunity to demonstrate their knowledge and skills [13]. It is important to provide the necessary support and resources to enable their full participation in the assessment process.

6.Collaboration and input from diverse stakeholders: Involving diverse stakeholders, including educators, parents, and neurodivergent individuals themselves, in the assessment process is crucial [13]. Their perspectives and insights can provide valuable information about individual strengths, challenges, and effective assessment strategies.

Overall, recognizing the difficulty in assessing learning with neurotypical people involves adopting inclusive assessment practices that value and accommodate the unique learning profiles and strengths of neurodivergent individuals [13]. By embracing alternative assessment methods, individualizing approaches, and fostering collaboration, educators can ensure a fair and accurate assessment process that supports the growth and development of all learners, regardless of their neurodivergent profiles.
