Society on the brink of a major transformation: Our understanding of cognitive differences is evolving from framing conditions like autism, dyslexia, and ADHD solely through the lens of pathology -- viewing people merely as checklists of deficits and dysfunctions, seeing them only in the light of the things they can't do, or struggle to do -- to viewing these conditions as alternate styles of learning and being with their own distinctive strengths, gifts, and positive attributes, as well as profound challenges. These strengths offer potential boons to our communities and our workplaces, but only if we’re able to provide the appropriate accommodations, supports, methods of training, and research. We’re moving from viewing people with these conditions as failed versions of “normal” to, as Temple Grandin says, "Different, Not Less."