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MOBTS 2022

MOBTS 2022 Proceedings - ISBN: 978-1-7346398-2-7 »

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Moving Towards a more inclusive learning environment for students: Our experiences with neurodiversity

Keywords: Neurodiversity, Inclusive Teaching & Learning, Diversity, Equity, InclusionInclusion, Teaching

Abstract: This roundtable provides a safe space to share experiences, questions, concerns, and perspectives in regard to student neurodiversity in higher education. Clouder et al. (2020) notes that the term neurodiversity focuses on "differences" in individual brain function and behavioral traits, regarded as part of normal variation in the population. Neurodivergent students generally are less successful academically than neurotypical students and can also present unique challenges to instructors. This problem is compounded by the reality that most educators have had little or no training in neurodiversity as it applies to inclusive learning and teaching. Thus, instructors teaching classes with neurodivergent students often feel anxiety, inadequacy, frustration, and even resentment. Grounded in the theory of inclusive learning and teaching, this roundtable is focused on sharing experiences of working with classes that include neurodivergent students, including both particular challenges and initiatives that made a positive difference, which may include both individual instructional approaches, as well as collaboration with departments/services across campus.

John Sherlock, Western Carolina University (United States)


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