Teaching with Neurodiversity in Mind

What is Neurodiversity? 

Humans vary in how their brains process information. Such differences are often referred to as neurodiversity. The varied ways that our students think reflects such neurodiversity. When there is a deviation from what society considers the way that most people process information, the term neurodivergent often is used, sometimes in contrast to the word neurotypical. Neurodivergence can manifest in a variety of ways including through attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), dyslexia, obsessive compulsive disorder (OCD), dysgraphia, and additional neurotypes. Neurodivergent people can contribute creative, innovative, and thoughtful ideas distinguishable from their neurotypical peers (Pasarín-Lavín et al., 2024).

Instructors can engage in a variety of actions to design and implement courses with neurodiversity in mind. Several recommendations are below. 

Recommendation #1: Increase Awareness & Adopt Strengths-Based Mindsets 

To better understand students’ experiences, a useful first step is to learn more about various forms of neurodivergence and to recognize that while there may be some common manifestations, they often present as spectrum. For example, some people with autism spectrum disorder can experience difficulty with fine motor skills, breaking from routine, and processing sensory information to varying degrees (VanBergeijk et al., 2008). Transitioning to college may also be particularly hard for people with ASD (Pinder-Amaker, 2014). Students with ADHD may have more trouble with executive functioning which can impact their organizational skills. 

While navigating higher education, neurodivergent students can achieve great success. Instructors who learn more about their neurodivergent students can better support them and design accessible, strengths-based learning environments that value their contributions and enable them to thrive. 

Recommendation #2: Uphold Students’ Accommodations 

Important structural supports for many students who are neurodivergent are course accommodations. Students can request accommodations through the Office of Disability Services. Instructors can meet with the student and the Office of Disability Services to ensure that they are meeting these accommodations or if they have questions. Sample accommodations and a few reasons behind them are noted below and more can be found on the Office of Disability Services website. If there are any accommodations that you believe might not work in your class, please reach out to the coordinator listed on the Letter of Accommodation.

• Extra time on tests – This accommodation can give students the time that they need to process course information and support their success on course assessments. Some instructors might be concerned that the additional time gives these students an unfair advantage over the rest of the class. However, instead, it lowers the barriers that they can experience in their learning that their classmates might not. 

• A distraction-reduced testing environment – A quieter environment can allow students with heighted sensory responses to better engage with assessments.  

• Usage of a laptop, tablet, screen reader, or other assistive technologies during class – Usage of such devices can allow students who experience challenges with graphomotor skills or attention to type or use assistive technology such as audio recorders to help them capture and follow along with the course material. Students might also use these technologies to help them organize course information.  

Recommendation #3: Adopt Equity-Minded Teaching Approaches

• Chunk and Scaffold – Break assignments down into smaller tasks. Provide advanced organizers for lectures. For example, a larger writing assignment or project can be divided into several distinct milestones: e.g. choosing a topic, conducting research, creating an outline, writing a first draft, etc. An outline of major topics can be provided for courses involving a large amount of material for students to organize. Having information pre-organized and presented in smaller amounts can support learning.
• Embrace Predictability – Stay on a regular schedule for course and assignment due dates. Given that many students are taking a full load of courses, predictability can help with time management and their routines.  
• Structure Group Work or Give Options – Group work can be a challenge for some neurodivergent people given the complex social interactions that they can involve. On the other hand, some students identifying as neurodivergent can thrive in such experiences. Learn what works for the students in your courses, and structure any group work with expectations and milestones. In some cases it might work better for students to have a choice to complete an alternative assignment.  
• Adopt Universal Design for Learning (UDL) Practices – Utilizing this framework can make courses more accessible to learners. Provide multiple ways that students can engage with course material, multiple ways that they can make sense of course material, and multiple ways that they can demonstrate that they are learning the material.

Recommendation #4: Use Classroom Management Strategies  

Students who are neurodivergent might exhibit certain behaviors that might be unfamiliar to instructors. A few scenarios that have occurred in classrooms include students speaking loudly in class, kicking chairs, gurgling water loudly, or making other noises. There are a lot of reasons these behaviors may occur, for example, students might be experiencing frustration or challenges in communication, find the behavior calming, or lack awareness of expected behavior, among others. Instructors might feel uncertain about how to manage these behaviors.  

To be proactive, always having clear expectations for student behavior and communicating them with the class can result in better experiences. Co-creating acceptable behaviors with students who are neurodivergent and rewarding them when they exhibit them can also be particularly powerful. A variety of campus offices can also provide support for instructors who have questions about managing the behaviors of neurodivergent students (see below). Consulting with colleagues, department chairs, and other administrative leaders can be helpful, as well as considering the student code of conduct.  

Further, finding out more about the reasons behind the behavior can be helpful. For example, if a student with a heightened sensory response is enrolled in a larger enrollment class and finds the number of students overwhelming and this contributes to the observed behavior, two strategies for them to try are taking a seat closer to the front where they can see fewer students and bringing and using a calming tool to each class. 

Recommendation #5: Avoid Harms That Can Inhibit Student Success 

• Assuming lower intelligence: There can be inaccurate misconceptions that neurodivergent people are less intelligent or have special capabilities. Embrace an asset-based mindset.  

• Forced disclosure: Even with the best intentions in mind, never force students to disclose neurodivergence.  

• Denying a student their accommodations: Ensure that accommodations are met and if there are questions or concerns contact the Office of Disability Services.  

Student Perspectives  

During the October 2024 Neurodiversity Summit at Rutgers University-New Brunswick, several panelists who were alumni or currently enrolled in the College Support Program, a resource for neurodivergent learners, shared what helped them thrive academically as well as advice for professors. A few highlights are below. 

Best supports to help them thrive:  

• Accommodations: extra time on tests, a distraction-reduced testing environment, extended due dates for assignments, and  

• Other: academic coaching, peer mentoring, housing accommodations (e.g. living in a single). 

Advice for instructors: 

• Demonstrate care and uphold their accommodations, 

• Try to learn where the students are coming from and meet them where they are at, 

• Post class materials on the learning management system to allow students to have more processing time, 

• Ensure good organization and navigability of course sites, ideally using a template, and 

• Inform students about any exam corrections if they are testing in another space.   

Campus Resources 

• Office of Disability Services: A campus office that can offer guidance and support for working with neurodivergent students and learners with disabilities.  

• College Support Program: A program supporting neurodivergent students. 

• Counseling Services (CAPS): A service dedicated to promoting the well-being of students.  

References 

Ambrose, S. A. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

Pasarín-Lavín, T., García, T., Abín, A., & Rodríguez, C. (2024). Neurodivergent students. A continuum of skills with an emphasis on creativity and executive functions. Applied Neuropsychology: Child, 1-13.

Pinder-Amaker, S. (2014). Identifying the unmet needs of college students on the autism spectrum. Harvard Review of Psychiatry, 22(2), 125-137. 

VanBergeijk, E., Klin, A., & Volkmar, F. (2008). Supporting more able students on the autism spectrum: College and beyond. Journal of autism and developmental disorders, 38, 1359-1370.