The Specificity of Learning
- Anthony Casson
- Jun 29
- 3 min read
HiNAIA CTO Anthony Casson shares how living with undiagnosed ADHD shaped his vision for building neuroadaptive AI that adapts to the unique needs of students with learning differences.
Living with Undiagnosed ADHD
Most of my academic journey was characterized by a confusing combination of success and acute struggle. I viewed myself—and was viewed by others—as smart and capable, yet I found myself repeating the 6th grade due to performance. Later, in high school, I would demonstrate high aptitude in one term only to fall into a hole of missing assignments and failing grades the next.
For years, I wondered why my performance arrived in such random intervals. It wasn’t until much later that I understood nothing was "wrong" with me; I was simply navigating a general education system with undiagnosed ADHD and OCD.
Building Better Learning Technology
In the decade since, I have spent my career designing and delivering sophisticated software primarily for the education sector. I’ve led engineering teams building synchronous learning environments for K-12, gamified experiences for higher ed, and asynchronous tools for professional certification. I have been involved with some truly innovative projects, but until now, I had never had the opportunity to solve problems specifically for the community of which I am a part.
Joining HiNAIA as CTO changes that. It is an opportunity to apply a decade of engineering discipline to a problem that requires more than just "general" software.
Why Specificity Matters
General education is often described as just that—"general." But for those of us with learning differences, success requires the specific. Two people with the same diagnosis often have vastly different needs; the subtleties in how they process information can be distinct.
This reality drives our technical philosophy. We aren't interested in simply placing a chatbot in front of a student. Instead, we are engineering a neuroadaptive system—an environment that leverages technology to act on behalf of the teacher. The goal is to create an experience that is fit for the unique individual, providing the specificity that is often impossible for a human teacher to manage for thirty students simultaneously.
When we focus on the learner in this way, the natural byproducts are equally critical: teacher ease and parent relief. It is about removing the friction from the learning process so the important people in a student's life can focus on support rather than management.
This need for specificity is also why we are committed to the principle of co-design. We cannot build for this community; we must build with them. My own experience with ADHD helps me filter out the "noise" in our architecture—prioritizing simplicity and removing ineffective time-sucks—but the fresh experiences of today’s students must guide our evolution.
I am a parent now. Knowing the struggles that likely lie ahead for my daughter, and knowing that millions of young people are actively struggling right now, the stakes feel incredibly high. My story is not unique, but that is precisely why building a system that can adapt to the beautiful complexity of the neurodivergent mind is the most meaningful work I can imagine
About the Author
Anthony Casson is the Chief Technology Officer at HiNAIA. With more than a decade of experience building education technology, he leads the development of HiNAIA's neuroadaptive AI platform. Drawing from his own experience with ADHD, Anthony is passionate about creating technology that helps every learner access the support they need to succeed.
Interested in learning how HiNAIA is building neuroadaptive AI that adapts to each learner's unique needs? Explore our platform or connect with our team.