Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education.

Abstract

Neurodivergent people are increasingly involved in postsecondary education, but they continue to face serious barriers and challenges on college campuses. These challenges are not only related to disability functional differences and accommodation needs, but also to stigma and prejudice toward neurodivergent people. Con-sequently, neurodivergent people are less successful than neurotypical peers; moreover, intersections between neurodivergence and other marginalized groups are associated with even greater inequities. This article was written by neurodivergent students and researchers, and their allies, who suggest a system-wide approach is needed to promote inclusion of neurodivergent students, staff, and faculty on postsecondary campuses. Specific recommendations, based on those the authors suggested to and that were endorsed by the University of California Academic Senate, are provided. These recommendations include diversity, equity, and inclusion (DEI)-oriented reforms (viewing neurodiversity through a DEI lens; establishing Disability Cultural Centers; providing campus-wide neurodiversity training; and fostering neurodivergent leadership in neurodiversity initiatives). Other recommendations address disability accommodations and supports (integrating disability accommodations in one place; making eligibility requirements less onerous; recognizing and accommodating sensory distress and distraction; establishing programs to facilitate transitions in and out of postsecondary; improving mental health support; and creating mechanisms to resolve issues where students are denied ac-commodations). Finally, further recommendations address accessibility of communication (respecting students’ decisions to involve support people; and offering neurodivergent people the option to choose accessible modalities for communicating with instructors and staff and for taking classes). Institutions that embrace these reforms have an opportunity to position themselves as neurodiversity inclusion leaders and destination campuses for neurodivergent people. attention-deficit/hyperactivity