By CHRISTINA FRASHER
Many in higher educational settings are noticing a need to increase our support of both neurodiverse students and instructors. Neurodiversity is a term that encompasses a wide variety of cognitive and social ways of experiencing the world.
As someone with various lived experiences around neurodiversity, including clinical experiences supporting neurodivergent individuals, I can say that there are vast differences in what each learner may need. Below is an overview of neurodiversity and particular strategies instructors can implement in their learning environments to support all students, including those who identify as neurodiverse.
What is neurodiversity?
Neurodiversity can be defined as a “naturally occurring variation in the ways that humans perceive, experience and interact with the world,” and the term neurodivergent may relate to specific diagnoses, including “neurodevelopmental differences such as autism, attention deficit disorder (ADHD), dyslexia” and others (Hamilton & Petty, 2023).
Neurotypical relates to normative cognitive and social expectations. Some definitions of neurodiversity also may include depression, anxiety and more, and it is important to note that these terms are not limited to those who may have a formal diagnosis. In educational settings, neurodiverse students may choose or choose not to register for formal accommodations, hence the need to offer a variety of options to support student success.
Neurodiversity can offer both strengths and challenges in educational environments that have traditionally been constructed to support neurotypical success.
Jamie Kulzer is an associate professor of clinical mental health counseling in the School of Health and Rehabilitation Sciences, and her research and clinical work involves supporting successful transitions to postsecondary education and employment for neurodivergent young adults. She notes that some of the challenges students face in the learning environment include cognitive overload.
Cognitive overload can occur due to the unique cognitive processing needs neurodiverse individuals have, including more connections and less filtering than neurotypical individuals. Kulzer shared that cognitive loads can increase due to “sensory overload, increased emotional processing and confusing directives.” This can create complications in the learning environment and prevent neurodiverse individuals from bringing their most successful selves to academic spaces.
In addition to these cognitive challenges, neurodivergent students may face unique social challenges.
Stefano Bagnato is a professor of psychology and pediatrics in the Health and Human Development Department, Applied Developmental Psychology program, in the School of Education. His research and clinical work consider neurodiversity from a developmental perspective and underscore the need for neurodiverse students to have direct opportunities to create social connections. Bagnato further shared that students can benefit from clear communication that they are welcomed and belong in academic settings and that it would be helpful if students were intentionally encouraged to make social connections.
How to integrate supportive practices into teaching
There are a variety of practices one can integrate into their teaching repertoire that support all students and in particular those who identify as neurodiverse. These strategies include integrating inclusive teaching practices, offering transparency and clarity, including choice and flexibility, and humanizing the learning environment.
As in all inclusive teaching practices, the most important place to start is by beginning with one’s self. Ask, what are your own assumptions on what makes a good student? Consider critiquing neurotypical patterns of communication and presentation that may be normative in academic environments. Reflect on the different patterns of communication and presentation that display interest and engagement and assess them for validity.
Additionally, you may want to inquire as to what your triggers in the learning environment are and what you may perceive as “negative” behavior. Many neurodiverse individuals struggle with feeling misunderstood in social interactions, due to the random nature of neurotypical social interactions (Belek, 2018) and this can create miscommunication in educational settings. Knowing our own perceived modes of communication can be a tremendous asset in developing affirming teaching strategies that support all students.
Inclusive teaching practices
Integrating an inclusive design into your courses can support all students. A helpful first step is considering offering elements of Universal Design for Learning. Consider ways to offer multiple methods of Engagement, Representation and Action and Expression.
Additionally, consider the diversity of content and perspectives, can you offer non-western, non-ableist perspectives for example? Inclusive teaching practices are foundational to supporting a learning environment where all students are supported and can thrive, to expand your inclusive teaching practice consider exploring the resources offered below.
Transparency and clarity
One ongoing practice you can integrate into your teaching is to offer transparency and clarity to your course structure and materials. Transparency includes offering explicit directives on the how, what and why of assignments and course responsibilities. This includes offering guidance on the “how to” aspects of the learning environment, such as what classroom participation looks like, what are office hours, group work responsibilities, etc.
A simple first step is to revise what you already have for clarity and organization (reduce language, utilize spacing and bullet points constructively). Other options include offering clear and consistent communication, establishing routines, and creating predictability which increases students’ confidence in navigating your courses.
Student choice and flexibility
Another pathway to bolstering students is to offer choice and flexibility in course assignments and activities. Consider offering flexible due dates or integrating the use of tokens. It is important to have due dates and offer structure however to support regulatory practices in learning.
Providing choice in assignments, such as ways to integrate their major or particular interests they may have, allows students to bring their unique experiences and interests into educational settings, which can be very affirming for neurodiverse students. Adding multiple ways to be successful (such as in assignments and participation) can support neurodiverse students in bringing their strengths and assets to the learning environment.
Humanize the learning environment
Finally, consider humanizing the learning environment of your courses. Imagine ways in which you can integrate your own authenticity into the learning environment (Hamilton & Petty, 2023), ensuring that this offering supports student learning and success.
Explicitly create social connections and offer activities that build community such as games, art-making, listening activities, etc. Consider alternative attention supports (knitting, fidget toys, movement) and changing different sensory aspects in your learning environment (reduce lighting, etc).
Finally, an important consideration in supporting neurodiverse students is to offer resources to support mental health and identities. Individuals who identify as neurodiverse are more likely to have experienced trauma and/or have non-heteronormative identities. Providing mental health and supportive resources on your syllabus (such as those listed below) or as a resource module on your Canvas site, as well as explicitly reminding students of these resources throughout the semester are ways of making students aware that these resources exist.
Integrating these and other practices into your teaching can offer a more dynamic and joyful learning experience for both students and instructors.
Christina Frasher is a visiting assistant professor in the School of Education and a consultant for the University Center for Teaching and Learning.
PITT-SPECIFIC RESOURCES
Disability Resources and Services | Office for Equity, Diversity, and Inclusion | University of Pittsburgh offers guidance on specific accommodations for students.
Counseling Center | Division of Student Affairs offers a variety of mental health and wellness support.
Sexual Misconduct and Title IX | Office for Equity, Diversity, and Inclusion | University of Pittsburgh consider reviewing instructor Title IX responsibilities and offers information on Survivor Support Network.
The LEND program at Pitt is a leadership program that provides scholarships for individuals who identify as neurodiverse.
There are many Diversity, Equity & Inclusion resources at the Teaching Center, such as the workshops below:
REFERENCES
Addy, T. M., Dube, D., Mitchell, K. A., & SoRelle, M. (2023). What inclusive instructors do: Principles and practices for excellence in college teaching. Taylor & Francis.
Belek, B. (2018). Autism and the proficiency of social ineptitude: Probing the rules of “appropriate” behavior. Ethos, 46(2), 161-179.
Hamilton, L. G., & Petty, S. (2023). Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Frontiers in psychology, 14, 1093290.