Resources for Teaching Neurodiverse Students

Neurodiverse Students

When a new student population walks into a classroom, a lot of their diversity and differences are apparent by first glance. One difference is often overlooked: neurodiversity. 

Neurodivergent students can include those diagnosed with Autism Spectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder (ADHD), dyslexia, dyspraxia, dyscalculia, dysgraphia, tics, and more. However, there may also be many students who go undiagnosed for their entire education experience. When examining your student population, faculty should understand they are dealing with what is referred to as a neurodiverse population. A neurodiverse student population consists of individuals all across the spectrum. 

For those that are diagnosed, and especially for those who are undiagnosed, creating an inclusive and accessible classroom environment is extremely important.

The Faculty Development Center is pleased to present this web page with resources about understanding the experience of neurodiverse students, and ways to cultivate an inclusive and accessible environment for all those that enter their classroom. As always, please feel free to contact us if you have ideas for other material we could include on this site.  Please also consider reaching out to the Diversity Resource Center for guidance and support.

Educational Resources

It is important to understand the experiences of neurodiverse students. With this in mind, we created this list of resources that covers tips for teaching neurodiverse students, research studies, first-hand experiences, and interviews with professionals working with neurodiverse populations.

 

  • Tips for Teaching Neurodiverse Students Expand dropdown

    Inside Higher Ed published an article by Kathryn Welby in 2022 with advice about providing accommodation while also maintaining high standards for neurodiverse students. This advice included:

    1. Providing a one-page supplemental guide to a syllabus
    2. Explicit daily learning objectives
    3. Daily formative reflection or exit tickets
    To read further information about these tips, click here.
  • Neurodiverse Student Data Collection Expand dropdown

    Faculty at the College of William and Mary conducted a study examining the strengths, weaknesses, attitudes and behaviors of neurodiverse students. This study uses the data to provide conclusions about classroom and teaching practice suggestions.


    To view the data and conclusions, click here.
  • Supporting Successful Learning Environments Expand dropdown

    The Accessible Toolbox published an article providing an excellent introduction to neurodiversity as well as strategies regarding the following areas

    1. Social grouping students 
    2. Teaching/classroom environments
    3. Manipulatives and visualization tools

    This article also provides real life implementation through description of these techniques in statistics classrooms. 

    To read further information about these tips, click here.

  • Interview with Peter Eden, President of Landmark College Expand dropdown

    The Chronicle of Higher Education interviewed Peter Eden, the president of Landmark College, which is known for its work serving neurodiverse students. Eden shares information regarding Landmark’s pedagogical work, the changing culture surrounding neurodiversity, and the rewards and challenges of the college’s mission.

    To view the interview or read the transcript, click here

    For more information about Landmark College, click here.

  • College Transition Expand dropdown

    The Neurodiversity Podcast, which features discussions with leaders in the fields of psychology, education, etc, spoke with Elizabeth C. Hamblet, a specialist who helps neurodivergent students successfully enter the higher education world. In “Episode 90: Neurodiversity at University: The Transition to College,” Hamblet talks about aiding students applying and transitioning to college. 


    To view the podcast, click here.

  • Addressing Challenges Faced by Neurodivergent Students Expand dropdown

    At our 2023 CONNECT Teaching Conference, two EMU students, Lake Braendle and Kaycee Johnson, presented about the challenges faced by neurodivergent students. In this presentation, they provided their personal experiences from the student perspective, scenarios, and accommodation techniques. 


    To view this presentation, click here.

    To read a blog post from Lake and Kaycee on the FDC Teaching Blog, click here.

Practical Tools and Applications

This list includes resources that instructors can use to create accessible and inclusive classroom environments, materials, and language. These resources are intended to make instructors think about ways that they can engage neurodiverse student populations in clearly presented, easy to navigate formats.

  • EMU College Supports Program Expand dropdown

    The College Supports Program (CSP) is a 24-hour fee-for-service individualized accommodation program designed to help increase admissions, retention, and full matriculation for neurodiverse students.


    To learn more about the program, click here.
  • Canvas Expand dropdown

    Utilizing Canvas is a great way to help guide student organization, and present material in an easy to navigate and accessible format.


    Our friends at the Center of E-Learning are experts at Canvas and online course designs.


    To visit their website, click here.
  • Real-Time Captioning Expand dropdown

    When using programs like Zoom or Microsoft Teams, make sure to turn on auto-captioning. This allows students to read what you are saying, as well as provides a transcript upon which to reflect afterwards. 

    Our friends at the Center of E-Learning are available to answer questions.

    To visit their website, click here.

  • Plain Language Expand dropdown

    Implement the use of Plain Language into your syllabus, assignments, and instruction to support all students in finding, understanding, and using class materials. 

    To access a module about Plain Language, click here. (Click the “next” button at the bottom of each page to complete the whole course.)

    Click here to access a Plain Language checklist.

  • Universal Design Expand dropdown

    Make your class accessible by incorporating the principles of Universal Design, a method of designing courses that have neurodivergent students in mind. 

    Click here to see Colorado State University’s materials about Universal Design.

    Click here to read more about Universal Design of Instruction.

  • Creating Accessible Documents Expand dropdown

    Providing accessible digital documents is a great way to ensure students are getting the information that they need to. The University of Washington provides an excellent checklist for how to structure digital documents, as well as links for checking accessibility of different types of documents. 


    Click here for more information.

  • Center for Adaptive Technology in Education (CATE) Lab Expand dropdown

    The CATE Lab is a resource for students and educators here at Eastern Michigan University that provides adaptive technology to enable students to participate in their educational and vocational environments at their maximum capacity.  The CATE Lab is supported through the Disability Resource Center.


    To learn more, click here.

    To learn more about the Disability Resource Center, click here. 

If there are any resources you’d like to recommend for this page, please contact us at [email protected]