Teaching Tips| Neurodiverse Students VOISES Panel - University Teaching and Learning Commons

Last week, we held the second VOISES panel of the semester featuring students who identify as neurodivergent. Take a moment to learn more about neurodivergence before reading through the full summary:Neurodiversity is an umbrella term that encompasses individuals who process information differently from their neurotypical peers and views these differences as a natural part of human diversity rather than a deficit. Neurodiversity includes Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder (ADHD), anxiety disorders, depression, dyslexia, and more. While neurodiversity varies greatly, many neurodiverse students struggle with executive functioning that impacts everything from prioritization and time management to goal setting and self-control. The famous quote, “if you’ve met one person with Autism, you’ve met one person with Autism” can be expanded to any neurodivergent identities as everyone’s experience is unique and variable.Neurodiversity is more common than you think. Not all students who fall under the neurodiversity umbrella will seek or obtain an accommodation, so you likely have students in your class that need support without individual accommodations. According to the Chronicle of Higher Education, “up to 2 percent of undergraduates are autistic, and 19 percent have ADHD. Many more have anxiety disorder and depression. A large number of your students are neurodivergent in ways that can make it difficult for them to process, organize, and prioritize information.” There are ways to design our courses with accessibility in mind so that all students can be successful and supported in their learning. Essential for some, beneficial for all. Incorporating Universal Design for Learning principles into your course can help you to proactively design for difference that you are likely to encounter in your classroom. Rather than designing for the “average” student, UDL employs what is known as the curb-cut effect, which relates to its origins in architectural universal design. Much like a curb-cut in a physical sidewalk, the Curb-Cut Effect describes how addressing the needs of learners with disabilities and other marginalized identities creates an environment that benefits all learners by enabling everyone to participate and contribute fully. Additional resources:What is neurodiversity? (Harvard Health Publishing)Intro to neurodiversity for educators (Teaching in Higher Ed podcast)Neurodivergent students need flexibility, not our frustration (The Chronicle of Higher Ed)How to teach your many neurodivergent students (The Chronicle of Higher Ed)Neurodiversity is a strength with Gloria Niles (Think UDL podcast)