This workshop took place remotely, over Zoom. Access the edited recording and transcript here. It focused on ways to understand the needs of neurodivergent (ND) students. It covered a range of common teaching issues, such as assignment design, in-class activities, and less formal aspects such as email.
We had three components. First, we began by defining ND as an umbrella term for a range of thinking and feeling styles that fall outside the expected norm of higher education. This category can include diagnoses such as autism, ADHD, bipolar disorder, and many more. Like many disabilities, neurodivergence can be understood either as a medical category describing a disorder or a matter of natural human variation. In this way, ND can be seen as a valuable source of identity and pride. Within this context, the objective in supporting ND students is to ensure the highest level of access through reasonable accommodation, while at the same time encouraging a positive self image for the student.
The second component of the workshop focused on faculty perceptions of ND issues through an examination of the published literature from journals such as The Chronicle of Higher Education. This review showed that faculty are beginning to understand how specific elements of their teaching cause problems for ND students, particularly the way they deal with attendance, deadlines, and supporting student-teacher interaction. Some supported skills-based classes for ND students who opt in. Many faculty members are coming to understand ND as a matter of ADEI.
Finally, the workshop offers a universal design for learning (UDL) approach to supporting ND students. UDL relies on a principle of redundancy and multiplicity across several levels of student engagement. For instance, students should be given multiple ways to take in class material, perhaps involving readings, lectures, and recorded videos. Likewise, students should have multiple ways to demonstrate their knowledge, including quizzes and discussions but also activities that may work for ND students better. There are other aspects of UDL that are mentioned in the workshop recording.
Bibliography
Accardo, Amy L. et al “Valuing neurodiversity on campus: Perspectives and priorities of neurodivergent students, faculty, and professional staff” Journal of diversity in higher education, 2024-04
Summary:
Accardo et al. (2024) examine how neurodivergent students, faculty, and staff experience university life, emphasizing the need for institutions to move beyond deficit-based models and embrace neurodiversity as a strength. The study identifies key barriers, including executive functioning challenges, sensory processing difficulties, stigma, and inadequate mental health support, while also highlighting the reluctance of many to disclose their neurodivergent identity. Participants stress the importance of faculty training, inclusive pedagogy, and Universal Design for Learning (UDL) in fostering more accessible academic environments. The authors recommend expanding mental health services, integrating neurodiversity into DEI initiatives, and providing structured support programs to improve campus inclusivity.
Keywords: Neurodiversity in Higher Education, Universal Design for Learning (UDL), Faculty Training
Bruce, Cynthia, and M. Lynn Aylward. “Accommodating Disability at University.” Disability Studies Quarterly, vol. 41, no. 2, 2021
Summary:
Bruce and Aylward examine how individualized academic accommodations for disabled students in Canadian universities shape their experiences and relationships with faculty. Their study, based on interviews with students and professors in Nova Scotia, highlights how current accommodation practices reinforce the marginalization of disabled students by placing the burden of access on them. While some faculty members actively support students and foster inclusive learning environments, others resist accommodations due to concerns about fairness, additional workload, or institutional norms favoring able-bodied students. The authors argue that shifting the focus from individual accommodations to systemic accessibility improvements would create a more equitable higher education experience.
Keywords: Canadian university, burden of access, systemic accessibility
Field, Kelly, “Making a home for students with autism.” The Chronicle of Higher Education, Oct 12 2022
Summary:
Kelly Field (2022) examines the growing presence of college programs designed to support autistic students, focusing on Western Kentucky University’s Kelly Autism Program (KAP). While the number of such programs has doubled in recent years, they remain limited, with many autistic students lacking access to specialized support. KAP provides academic, social, and emotional assistance, fostering independence and helping students navigate college life. The article highlights both the successes and ongoing challenges of integrating autistic students into higher education, emphasizing the need for broader institutional support and cultural shifts to make college accessibility the norm rather than the exception.
Keywords: Autism in Higher Education, College Autism Programs, Student Support Services
Irish, Bradley J. “How to Make Room for Neurodivergent Professors: Seventeen years into his career, a faculty member finds out he is autistic. It explains a lot, he says” Chronicle of Higher Education, Mar 2 2023
Summary:
Bradley J. Irish reflects on his late autism diagnosis just before his 40th birthday, which reshaped his understanding of himself and his academic career. He highlights how cultural stereotypes obscure the presence of autism in academia, especially for high-achieving individuals, women, and people of color. Irish advocates for integrating neurodiversity into DEI initiatives, recognizing the strengths of autistic professionals, and fostering institutional support for neurodivergent faculty and students. He concludes that embracing neurodiversity in academia benefits both individuals and the broader university community by promoting inclusion and valuing diverse cognitive perspectives.
Keywords: Neurodiversity in Academia, Autism Awareness, Inclusive Higher Education
Kafka, Alexander C. “Serving Neurodiverse Students: On Leadership: Peter Eden” Chronicle of Higher Education, Jan 3 2018
Summary:
Peter Eden, president of Landmark College, discusses the institution’s specialized approach to educating neurodiverse students, including those with dyslexia, ADHD, and autism. Landmark provides intensive support through small class sizes, executive-function coaching, and individualized advising while incorporating Universal Design for Learning (UDL) into its curriculum. The college is expanding into web-based learning and aims to extend its educational model nationwide while cautioning against overly romanticizing neurodiversity. Eden highlights the cultural shift toward greater acceptance of neurodiversity and emphasizes the need for accessible, high-quality education for all students.
Keywords: Landmark College, Universal Design for Learning (UDL), Neurodiversity in Higher Education
Pryal, Katie Rose Guest. “How to Teach Your (Many) Neurodivergent Students.” Chronicle of Higher Education Mar 29 2023
Summary:
The article emphasizes the importance of faculty recognizing and supporting neurodivergent (ND) students, even when their neurodivergence is not disclosed. The author, an autistic individual diagnosed after completing their education, argues that ND students’ academic struggles should not be mistaken for a lack of intellectual ability and critiques harmful stereotypes, such as the misconception that ADHD is overdiagnosed. To create a more accessible learning environment, the author recommends shifting from accommodations to proactive accessibility, incorporating best practices such as scaffolding assignments and readings, rethinking attention norms, and adjusting class discussions. By fostering accessibility in the classroom, educators can better support ND students and enhance learning for all.
Keywords: Accessibility in Education, Neurodivergent Students, Inclusive Teaching Practices
Pryal, Katie Rose Guest. “Neurodivergent Students Need Flexibility, Not Our Frustration.” Chronicle of Higher Education July 3 2023
Summary:
Katie Rose Guest Pryal argues that faculty should approach neurodivergent (ND) students’ flexibility accommodations with empathy and communication rather than frustration or suspicion. She highlights how the current system places the burden on students to negotiate accommodations, often in the face of faculty distrust and institutional shortcomings. Pryal urges faculty to seek guidance from disability services, improve communication with students, and reconsider course design to center accessibility rather than relying on accommodations as afterthoughts. By fostering collaboration and reducing stigma, educators can create a more inclusive learning environment that benefits all students.
Keywords: Accessibility in Higher Education, Flexibility Accommodations, Faculty-Student Communication
Tomlinson, Elizabeth; Sara Newman. (2017). “Valuing Writers from a Neurodiversity Perspective: Integrating New Research on Autism Spectrum Disorder into Composition Pedagogy”. Composition Studies 45.2, 91-112
Summary:
Tomlinson and Newman (2017) explore how individuals with autism spectrum disorder (ASD) engage with writing tasks, advocating for a neurodiversity perspective that values autism as a natural variation rather than a deficit. They critique the medical model’s focus on pathology and instead emphasize adaptive strategies that support autistic writers, such as structured writing techniques and clear instructional guidance. The study of 29 autistic adults highlights the importance of recognizing ASD writers’ unique strengths and challenges, particularly in translating thoughts into words and meeting audience expectations. By integrating approaches like Universal Design for Learning (UDL) and mētis into composition pedagogy, the authors propose a more inclusive framework for teaching writing.
Keywords: Neurodiversity, Adaptive Writing Strategies, Universal Design for Learning (UDL)
