Supporting Neurodiverse College Student Success

The basic premise of neurodiversity is that there is no “normal” baseline for brain processes, but that all individual brains vary and therefore are diverse. The CAST organization estimates that 11% of college students enrolling in post-secondary campuses having a learning disability or learning difference. As neurodiverse students enroll in post-secondary education, the environments within which these students learn, can either support or impede their ability to succeed. Simply put, a neurodiverse campus population means that educators recognize that all students process and learn differently and must adapt our approaches and services in order to reach and support all students enrolled on our campuses.

Neurodiverse students are a growing population on today’s college campus. Their growing presence prompts new approaches to support their success and change traditional student services and collegiate experiences.

This practical guide:

• Assists readers in better understanding neurodiverse students and the way campus services can create welcoming environments
• Explores the role Universal Design for Learning (UDL) and Executive Functioning (EF) plays in student success, and
• Focuses on specific collegiate offices and services that effectively address the needs of neurodiverse learners.

Chapters cover tutoring, learning supports, academic coaching, academic advising, career services, residential living, and classroom experiences that impact and assist neurodiverse college students.

Contents

Figures

Preface

Acknowledgements

Chapter 1, An Introduction to Neurodiversity, Elizabeth M.H. Coghill

Chapter 2, Self-Advocacy, John B. Caldora II and Elizabeth M.H. Coghill

Campus Spotlight: Learning Community, Pirate Academic Success Center, East Carolina University, Elizabeth M.H. Coghill

Chapter 3, Academic Advising, Bob Detweiler

Campus Spotlight: Beacon College, Leesburg, Florida, Bob Detweiler

Chapter 4, Welcoming Spaces for Learning, Stacey Blackwell, Amanda Haberstroh, and Anna Sandberg

Campus Spotlight: Livingston Learning Center at Rutgers University, Rutgers University, Stacey Blackwell and Anna Sandberg

Chapter 5, Classroom Support, sCheryl L. Dickter and Joshua A. Burk

Campus Spotlight: Neurodiversity Working Group, College of William and Mary, Cheryl L. Dickter and Joshua A. Burk

Campus Spotlight: Neurodiversity Connections, Duke University, Kimberly Blackshear and Tara Chandrasekhar

Chapter 6, Tutoring, Abby Benzinger, Claytonia Boular-Woods, and James W.H. Howard

Campus Spotlight: Pirate Academic Success Center, East Carolina University, Elizabeth M.H. Coghill

Chapter 7, Learning Supports, Morgan James, Alysha Gray, Emily Johnson, and Sarah Williams

Campus Spotlight: As-U-R Program, Appalachian State University, Ellen Bunn

Chapter 8, Academic Mentoring and Coaching Services, Morgan James, Ellen Bunn, and Sarah Williams

Campus Spotlight: STEPP Program, East Carolina University Morgan James

Chapter 9, Library Services, Jamie E. Bloss, Amanda Haberstroh, G.J. Corey Harmon, and Jana Schellinger

Campus Spotlight: Hands-on Learning in the Library: Anatomical Models at Laupus Library, East Carolina University, G.J. Corey Harmon

Campus Spotlight: Partnering with the STEPP Program, Joyner Library, East Carolina University, Jamie E. Bloss and Amanda Haberstroh with Jeanne Hoover, Clark Nall, and Carolyn Willis

Chapter 10, Residence Halls, Angela Holleman, Jeffrey G. Coghill, and Elizabeth M.H. Coghill

Campus Spotlight: Boxes and Walls, University of Wisconsin-Whitewater, Terry Tumbarello

Chapter 11, Campus Health and Wellness, Shawnté Elbert, Ta-Kisha Jones, and Elizabeth M.H. Coghill

Campus Spotlight: Neurodiversity Navigators, Bellevue College, Washington , Sara Gardner

Chapter 12, Disability Support Services, Clarissa Barnes, Jennifer Williams, and Tamara Mancini

Campus Spotlight: TECHniques Center, Texas Tech University, Jennifer Williams, Tamara Mancini, and Clarissa Barnes

Campus Spotlight: Student Accessibility Services at Tufts University, Tufts University, Jennifer Williams and Kirsten Behling

Chapter 13, Epilogue, Elizabeth M.H. Coghill

About the Contributors

About the Editors