Full Description
Neurodiversity in higher education is gaining essential recognition, yet significant challenges remain. This book offers a comprehensive exploration of strategies and initiatives designed to foster inclusion for neurodivergent students. It is an invaluable resource for higher education academics and nonacademics, illuminating pathways towards accessible learning environments and systemic institutional change.
This book delves into the multifaceted aspects of supporting neurodivergent students in higher education. It presents an array of topics, including the application of a bioecological theory for inclusive design, assistive technologies that enhance learning experiences and innovative work-integrated learning programmes. Key chapters explore accessible library design, tailored support for dyslexia and ADHD and successful mentorship initiatives. Through case studies and institutional profiles, it showcases practical strategies that promote neuro-inclusion, from flexible learning environments to institutional reforms. The book emphasises the importance of collaborative efforts, systemic approaches and leadership commitment to creating truly supportive educational programmes.
Highlighting both challenges and transformative strategies, this book underscores the necessity of systemic change for neuro-inclusion in higher education. It serves as a critical guide for institutions aiming to build equitable, inclusive environments, offering practical insights and evidence-based recommendations to empower neurodivergent students and staff to enhance their academic and professional success.
Contents
Biographies
Introduction
Book Layout
PART I - FUNDAMENTAL TOPICS RELATING TO NEURODIVERSITY AND HIGHER EDUCATION
Chapter 1: Designing for Neurodiversity in Higher Education: a Bioecological Approach
Lorna Hamilton
Chapter 2: ADHD in Higher Education: Key Issues and Future Directions
Jane Sedgwick-Müller
Chapter 3: Dyslexia in Higher Education: the Australian Story
Shae Wissell, Judith Hudson, Steve Edwards and Claire Davill
Chapter 4: Creating Inclusive Learning Environments: the Role of Library Design in Supporting Neurodivergent Students in Higher Education
Sonja Duric, Emil Jonescu, Winnie Dunn, Jessica Green, Talia Uylaki and Jessika Hames
Chapter 5: Assistive Technology, Neurodiversity and Higher Education
Aoife McNicholl, Trevor Boland andAbbie Robinson
Chapter 6: Neurodiversity Inclusion in Work Integrated Learning: Neurodiversity Placements Program
Beth Radulski, Cheryl Dissanayake and Katie Wright
Chapter 7: Toward Neurodiversity-Friendly Higher Education: Lessons from a Campus-Wide Initiative and the Case for Collaborative Evidence-Based Practice
Blánaid Gavin, Timmy Frawley and Sandra Connell
Epilogue
PART II - PROGRAM PROFILES - SECTION FOREWORD AND PROFILES OF NINE HIGHER EDUCATION PROGRAMS
Foreword: Student Support Programs: Common Ground, Unique Approaches and Lived Experience
Sandra Thom-Jones
Profile 1: Royal College of Art, UK: An Example of SpLD Support at a UK Post-Graduate Art and Design University
Qona Rankin
Profile 2: USC Upstate, USA-Beyond Accommodations: Enabling Learners, Faculty, and Staff, Embracing Neurodiversity for All
Renu Pariyadath
Profile 3: University of Delaware, USA: Spectrum Scholars
Wes Garton, Adrienne Cornish Lucas and Jennifer Grelak
Profile 4: University of Calgary, Canada-Supporting Success in Post-Secondary Settings for Neurodivergent Students: the UCAN Peer Mentorship Program
Carly McMorris, Mercedes Bagshawe, Nicole Eddy and Megan Ames
Profile 5: Universiti Kebangsaan Malaysia-Elevating Career Support for Students Displaying a Number of Autistic Traits
Mohd Syazwan Zainal
Profile 6: Curtin University, Western Australia-Specialist Mentoring Program
Jasmine McDonald and Sylvanna Mirichlis
Profile 7: Curtin University, Western Australia-AASQA Program
Ben Milbourn, Tele Tan, Elinda Ai Lim Lee, Susan Hall, Lucy Simons and Sonya Girdler
Profile 8: University of Tennessee at Chattanooga, USA-Mosaic Program
Amy Rutherford, Mary-Elizabeth Goodman and Anne Hill
Profile 9: Landmark College, USA-Programming for Fostering Career Connections Among Neurodivergent College Students
Jan Coplan, Adam R. Lalor, Marlee Bickford-Bushey and Rebecca W. Matte
Index
