This chapter examines dyslexia and dyspraxia as varieties of processing — differences in the routes information takes through the nervous system. It argues that what looks like deficit is often a different architecture of automaticity and conscious effort, and that these differences reveal how narrow our designs for literacy, movement, and education have been. It treats both as worked examples of cognitive diversity.

This essay explores hypotheses that autistic pattern‑seeking and ADHD divergent thinking may confer relative resistance to certain Neural Pathway Fallacies. It explicitly notes these are hypotheses from the literature and internal modelling, not empirically established within NPF/CNI, and points to the limitations and future work sections in Papers 1, 5, and 6. It argues for cognitive diversity as epistemic strength.