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Neurodiversity is the idea that people experience the world in many different ways. While a majority of individuals who are neurotypical might experience a lecture, assignment, or group interaction very similar way, those who are neurodivergent may benefit from other teaching strategies. In our classrooms, we continue to see more students who are autistic, have ADHD, or have other learning disabilities. With the improvements in K-12 support, technology, awareness, and inclusive practices, there will continue to be more students in our college classrooms we as faculty may have not typically had or are not “traditional” students.
Within the context of this teaching guide, we will focus on college students who are autistic, have ADHD, or have learning disabilities. However, neurodiversity is a topic that continues to evolve. The research, classroom strategies, and resources here are intended to provide a starting point for both improved practices and conversations on how we as a Chico State community can improve.
Examine selected research on Neurodiversity & Higher Education.
Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M. V., Fierros, G. A., & Rojo, P. (2020). Neurodiversity in higher education: a narrative synthesis. Higher Education, 80(4), 757–778. https://doi.org/10.1007/s10734-020-00513-6(opens in new window)
Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education. (2023). Autism in Adulthood, 5(1), 1–14. https://doi.org/10.1089/aut.2021.0042(opens in new window)
Luchs, C. (2021). Considering Neurodiversity in Learning Design and Technology. TechTrends, 65(6), 923–924. https://doi.org/10.1007/s11528-021-00667-9(opens in new window)
Mallipeddi, N. V., & VanDaalen, R. A. (2022). Intersectionality within critical autism studies: A narrative review. Autism in Adulthood, 4(4), 281-289.
Mellifont, D. (2023). Ableist ivory towers: A narrative review informing about the lived experiences of neurodivergent staff in contemporary higher education. Disability & Society, 38(5), 865-886.
Classroom behavior for neurodivergent students can look like the following:
These students:
Set the tone early for your class with clear expectations—not just WHAT you expect, but HOW do you want it to be done. Marquette University provides Office Hour Checklists (PDF) that could be easily tailored to your expectations.
As faculty, we all know that things change, and assignments shift. Even with this shift is positive, neurodivergent students may struggle with a change in the plan. Knowing that this may cause anxiety and frustration in those students, be prepared to spend more time discussing this change than you may typically think necessary. Provide a visual slide of the change, time after class to discuss the change, and/or an email to all students before class outlining the change to avoid additional anxiety.Social situations in class in class can also be a struggle for neurodiverse students. Provide explicit instructions on how to work in groups and classroom behavior including:1) How to divide up work, 2) Being flexible when scheduling meetings, 3) Sharing personal contact information, 4) Communicating with each other, 5) Adopting a collaborative mindset, 6) Provide additional options for class participation such as electronic comments, coming to office hours
Directly address non-verbal and verbal inappropriate behavior that may be distracting to other students by discussing it with the student. Remember that social cues are not always understood. Be direct but kind with your feedback and provide it in a way that is sensitive and appropriate for the individual.