What do I need to know about neurodiverse learners and pedagogy?

Neurodiversity is still a fairly new and developing area of research. The concept of neurodiversity was initiated in the autism advocacy community but has grown to mean the wide range of cognitive differences within human existence. Neurodivergence specifically relates to to someone whose brain processes information in a way that is not typical of most individuals; these processes are understood now to include not only autism spectrum disorders (ASD), but attention-deficit/hyperactivity disorder (ADHD), a variety of cognitive learning disabilities such as dyslexia and dysgraphia, and Tourette's Syndrome. Proponents of the Neurodiversity movement have worked to highlight the fact that neurodivergence is a natural part of human diversity and that barriers experienced by neurodivergent individuals are a result of social and physical environments, rather than something "wrong" with the individual.

Many neurodivergent learners tend to learn more effectively through hands-on experiences, but academic learning environments and pedagogy have historically focused on the passive learning processes of listening to lectures and reading books. Even when successful in traditional educational settings, other common challenges such as executive functioning barriers, can pose difficulties. Many neurodivergent learners have been left out of receiving a college education because they have incorrectly been deemed incapable of succeeding in academic and professional careers. Changes in pedagogical approaches including using hands-on learning experiences, gaming, and virtual reality can promote greater academic success and open more career pathways to neurodiverse learners.

Kathryn Welby, Ed.D, an assistant professor in Merrimack College School of Education and Social Policy, has provided training to college faculty and has outlined additional pedagogical strategies, many of which relate to communicating and supporting executive functioning processes. Her suggestions include creating a one-page supplemental syllabus guide that breaks down crucial dates, posting daily or weekly agendas, and laying out explicit daily learning outcomes. She also suggests variations in assessment tools and a daily low-stakes tool to check in on comprehension, not for assessment, but as a planning tool for the instructor.

Learn more about Kathryn Welby's strategies in her article for Inside HigherEd,Teaching Neurodiverse Students.

To learn more about neurodiversity, visit The Neurodiversity Initiative: A Promising Practice for Promoting Disability Awareness in Higher Education and What do "neurodiverse" and "neurodivergent" mean?

To learn about projects that work with neurodiverse students, consult the DO-IT website Neuroscience for Neurodiverse Learners and Technical Education Research Centers, or review video resources at the STEM For All Multiplex 2023 Webinar Embracing Neurodiversity in STEM and accompanying blog post.