Center for Teaching and Learning

What is neurodiversity?

As educators, we are surrounded by neurodiversity: the natural variation in how people think, learn, process information, communicate, and experience the world.  

Some forms of neurodivergence are associated with neurodevelopmental disorders such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and specific learning disorders (SLDs) like dyslexia. Neurodivergence can also encompass differences in sensory processing, social communication, visual imagery, emotional experience, and more. Not all of these differences are classified as disorders or involve a formal diagnosis.

A note on terminology: Neurodiversity describes variation across human minds, while neurodivergence describes individual experiences of cognitive, sensory, or neurological differences. Terms such as neurodivergent andneurotypical, as well as diagnostic language, can carry different meanings and connotations depending on the setting, community, and individual. Preferences can vary even within the same community. As educators, it is worth considering how our language frames neurodivergence: Does our language focus primarily on deficits and limitations, or does it also recognize individual strengths, perspectives, and ways of engaging with the world? A strengths-based perspective does not mean overlooking challenges. It means avoiding deficit-based assumptions and recognizing the full range of an individual’s experience. Clinical diagnoses, such as autism or ADHD, have specific diagnostic criteria; identifying as neurodivergent is not itself a clinical diagnosis.

Neurodivergence and learning

Neurodivergent students can experience challenges with communication, executive function, reading, writing, sensory processing, or navigating social situations. These experiences can impact students’ confidence, relationships, and participation in college, both academically and socially. These challenges do not necessarily affect intelligence or ability, though navigating these settings can require considerable effort and time, sometimes beyond what we might expect for a given task or situation. Neurodivergent students also bring strengths, including unique perspectives, creative thinking, and innovative approaches to tasks.

How to support neurodivergent students

Recognizing differences in information processing

The biggest step you can take toward supporting neurodivergent learners is being aware that students do not all process information in the way we assume. Individual students (and colleagues) may think differently from us and from each other. Our assumptions about what learning looks like can prevent us from fully supporting all of our learners. Here are some examples:

  • Active listening may include having headphones on, moving, or doodling for some learners, rather than stillness and eye contact.

  • Learners may be better able to demonstrate their learning through written work, oral presentation, or other types of assessment.

  • Students may need explicit instruction on how to get started on an assignment or break a large project into manageable steps. (See Transparent Assignment Design on the CTL site).

  • Students may be actively engaged in learning through class discussions without speaking, While anxiety about public speaking may prevent students from participating or demonstrating their learning, it doesn't necessarily prevent learning itself.

None of these behaviors alone tell us whether someone is neurodivergent. They are reminders that outward behavior does not always tell us how someone is processing or participating.

Consider how your assumptions about what learning looks like and how you assess students’ learning may not be supporting some students to fully demonstrate what they have learned and may even be penalizing them. Then consider ways that you can support learning and success for a variety of learners.

Weaving accommodations into your course structure

Formal accommodations, determined by the Office of Accessibility Services, will support those neurodivergent learners who have registered with the OAS. However, many instructional strategies that support students with accommodations will also provide a benefit to all learners. If we consider how to apply accommodations in the overall course design, it could benefit every student, in line with principles of Universal Design for Learning. Here are some examples that address common needs for accommodations. (Note that while many of these may prevent the need for application of certain accommodations students require, a conversation is still essential to determine whether the student agrees or may need further accommodation.)

  • In class options/accommodations (for all students)
    • Allow movement and breaks
    • Offer options for engagement such as talking to a neighbor or independent writing or drawing
    • Provide instructions orally and in writing
    • Allow processing time
  • Out of class options/accommodations (for all students)
    • Provide opportunities for flexibility with due dates. Examples include
      • A “token” system for a certain number of 24-hour extensions, no questions asked
      • An automatic grace period for a certain number of hours or days
    • Offer options for assessments. Examples include
      • Final paper or presentation
      • Choice-based assessment course structure with a menu of options
      • Reading annotation, reflection, or quiz
    • Provide flexibility with attendance, without requiring justification for an absence. Examples include
      • Attend at least X% of classes and get 100% of the attendance grade
      • Make up missed classes by discussing in office hours or submitting a summary of the recorded session
      • Points for attendance or weekly engagement reflections

These universal accommodations can ease the workload for instructors, especially those that eliminate the need for emails requesting extensions or excused absences.

Fostering community to promote inclusion

A sense of community and inclusion typically requires deliberate nurturing and engagement from students and instructors. One element that sets a tone for support and sharing is the use of inclusive language. For example, instead of labeling and “othering” students with disabilities and talking about what they do differently, shift to naming how we all learn differently and may need different strategies or supports for success for our individual goals, which we can explore together. State and show how the diversity of backgrounds, ways of processing information, etc. can improve outcomes, ideas, processes, and learning of everyone in the conversation!

  • Acknowledgment of neurodiversity in the class and field
    • Illustrate how diverse perspectives have grown your field, ideally highlighting specific examples and individuals
    • Show examples of how different students have approached the same work and come up with a range of responses/products
    • Directly acknowledge fresh perspectives from students, e.g. “Thank you, I bet some of us hadn't thought of it that way, so that's a helpful perspective.”
    • Ensure representation in course content
  • Structure community and support
    • Develop community guidelines (e.g. for class discussions) together ​
    • Engage in community building activities ​
    • Implement a buddy system​
    • Clearly define roles and purpose of social interactions, including the option to work independently
    • Provide alternative collaboration methods

You don’t have to do it all on your own

Supporting neurodiversity in your teaching can feel overwhelming, especially when you’re balancing many other responsibilities. Start small, reflect on what works for your students, and build from there. Campus resources and colleagues can also offer guidance as you consider what makes sense for your course and students.

Want to workshop ideas for your course?

If you’d like to talk through your ideas, brainstorm, or get feedback, the CTL is here to help. We offer 1:1 consultations and we lead workshops on neurodiversity and inclusive teaching throughout the year (see our events calendar).

Reach out to us anytime at ctl@uvm.edu

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