I want to thank the readers who have come from the CRSTE Cyberconference, and especially those who made comments on my posts, for participating in this i-event. The comments have all been very positive and insightful. One commenter, for example, suggested that while the Industrial Revolution marginalized people with disabilities, the Technological Revolution puts them right back in the game. We've noted that a neurodiverse classroom is a classroom that has a wide range of technological tools to enable individuals, whatever their disability, to access information and express their acquisition of knowledge effectively. These tools include touch screen technology, virtual reality, speech-to-text software, mind-mapping software, self-paced curriculum, multiple intelligences strategies and a host of other educational tools. We've also observed that a neurodiverse classroom actively teaches about neurodiversity, about individuals who overcame disability to achieve greatness, about community members who became successful despite (or because of) their disability, and about the gifts and strengths of each one of the students in the classroom, regardless of label. I hope that this series of posts helped participants see the possibilities for revamping special education practices in the 21st century, taking them from a deficit/medical model, to a model based on positive growth and transformation.