Scholexis demonstrations
Three demonstrations showing how Scholexis turns understood neurodivergent conditions into concrete application behavior.
Scholexis is built principally for students with diagnosed ADHD, autism, or learning disabilities, or an established neurodivergent support context. It does not diagnose or replace assessment, accommodations, coaching, counseling, teaching, or treatment. It makes known conditions operational inside the academic tools students use between those forms of support.
The product map currently connects 24 conditions to 76 distinct application behaviors. Each demonstration uses the same three-part test:
condition
→ what we understand about its actual effect on the student
→ therefore how the application changes
All students, identities, courses, and records shown below are fictional. Captions are burned into the streamed versions; downloadable primary files include optional caption tracks.
Maya: the between-session problem
A 90-second practitioner-facing demonstration: task hesitancy, startability, editable breakdowns, interrupted-context recovery, student-controlled request drafting, and bounded supporter access.
Download the primary Maya demonstration with an optional caption track
Jordan: the transition to college
A 95-second first-year-college demonstration: limited energy, interruption cost, asking for help, academic and ordinary-life demands, student authorship, and private support.
Download the primary Jordan demonstration with an optional caption track
Feature and function walkthrough
A five-minute walkthrough of the condition map and the application behavior it produces: startability, time and energy representation, outcome calibration, task breakdown, interrupted-work recovery, request drafting, reminders, quiet hours, and student-governed access.
Download the primary walkthrough with an optional caption track
What feedback would help
If you work with neurodivergent students, the useful questions are not whether the interface looks pleasant. They are:
- Do we understand these conditions and their point-of-performance effects accurately?
- Do the corresponding changes in application behavior follow from that understanding?
- Is there one student, family, or practitioner you would show this to?
Questions or corrections are welcome at [email protected].