This page was created by ECC's Neurodiversity Strategy Team, a member of the Equity and Student Success Action Council. 

What is Neurodiversity? 

Neurodiversity reflects the range of individual differences in brain function and behavioral presentation, which is part of the expected variation of people.

Neurodiversity is a range of functioning along a continuum. There are many people who identify as neurodivergent. There is no one-size-fits-all.

Definitions:

• • • “Neurodivergent”  

      • Not a medical term, condition, or diagnosis  

      • Persons who exhibit differences in how their brains work – how they think, learn, and act.  Some of these differences may involve a diagnosis, such as autism or ADHD, but not every person who is neurodivergent has a diagnosis. There are many variations of neurodivergence across the human spectrum. 

    • “Neurotypical”  

      • • Persons who think, learn, and act in ways considered consistent with society’s preferred norm

The Neurodiversity Movement

Neurodiversity in Higher Education

It is estimated that 10 to 30% of students in higher education are neurodivergent (Schaefer & Sanchez 2024). In a higher education setting, students who are neurodivergent may experience challenges with:

• • Processing language (Kuder et al. 2023) 

  • Processing verbal and non-verbal cues (e.g., facial expressions) (Pfiefer et al. 2022) 

  • Understanding social nuances,

  • Managing sensory sensitivities (e.g., eye contact, following instructions amidst distractions)  (Clouder et al. 2020; Sarrett 2017) 

  • Managing stress and anxiety

  • Utilizing executive function skills (e.g., time management, organization, note-taking, prioritization) (Kuder et al. 2023)

Students, who are neurodivergent, may bring unique strengths to the higher education environment (Pfiefer et al. 2022). Such strengths may include:

• Increased self-awareness and empathy

• Ability to deeply reflect

• Ability to offer different perspectives, which can enrich discussions

• Creativity in approaching tasks and problems from different angles

• Identifying patterns or trends

• Hyper-awareness of injustice

• A talent to dance to the beat of their own drum, lead the way on the road less traveled, and be less likely to follow the crowd

• Cognitive persistence (ability to hyper-focus on a task and/or project for a long time)

• An eye for things out of place

• Internal motivation to do well

Barriers faced by students, who are neurodivergent:

• Stigma (Chew et al. 2009) :

  • There are some false assumptions that neurodivergent students are incompetent, are incapable, are lazy, do not care, or should not be in college.

• Environmental Barriers ((Clouder et al. 2020; Sarrett 2017): 

  • Students who experience challenges with sensory overload may experience difficulty with bright lights and loud environments. 

• Social Barriers (Pfiefer et al. 2022): 

  • Some fellow students may be averse to working with students who are neurodivergent and who act “different.”

  • Some people may be impatient when communicating with students who are neurodivergent and who take longer to process and verbalize their thoughts.

Establishing a Culture of Care in the Classroom 

Here are some strategies that faculty are welcome to implement in their courses to reduce common barriers that students who are neurodivergent face and ways to support them through a strengths-based approach:

Course Communication 

In addition to the Accessibility Statement for Syllabi, include a general blurb about your commitment to neurodiversity in the course syllabus, in an email to students, and/or on your D2L webpage, which can help neurodivergent students feel more comfortable and appreciated.

Here are some examples of information that you may include in your syllabus:

• • • "Please let me know how I can cultivate a more inclusive and supportive learning environment. We can chat at any point throughout the semester. Please meet with me during office hours, before class, or after class to chat privately with me or send me an email." 

    • ECC’s official Neurodiversity Statement is as follows: “Neurodiversity reflects the range of individual differences in brain function and behavioral presentation, which is part of the expected variation of people. Elgin Community College (ECC) recognizes neurodivergence among its students, faculty, staff, trustees, administration, and community and values their unique perspectives, approaches, strengths, talents, and myriad contributions to our diverse community. Accordingly, ECC embraces 'neurodiversity' as a core component in its mission to 'improve people’s lives through learning.'

Committed to principles, policies, and practices of inclusion, equity, and justice, ECC will utilize existing and develop additional resources to:

1. cultivate a more inclusive and supportive learning and operating environment,

2. continue to integrate accessibility measures,

3. implement Universal Design principles that will benefit all individuals, and

4. overall, enrich the experiences of all members of our institution and community.”

• ECC’s public-facing web page on neurodiversity

Support Systems

Inform students that you are willing to work with and support them. 

• • Ask them how you can help, and then, follow through.

  • Refer students, who appear to be struggling in class, to the varied support offices on campus, including the Tutoring Center, Student Access & Disability Services, The Write Place, Student Success Center, Wellness Services, TRiO, etc.   

Reaching Out

Think of ways that you could be in touch with students before the semester even starts:

• • Send out an email to welcome the students, and ask them to let you know if they have any seating preferences, preferred names, noise issues, etc. Inform students that you will support students to the best of your ability. For example, you may or may not have the ability to dim lights in your classroom, so if you are not able to dim lights in your classroom, you can propose other options to support the student (e.g., offer to the student to sit in the back row of the classroom where there may be fewer distractions). 

Learning Styles

Recognize that each student’s learning style may be different. Like all students, students who are neurodivergent have various styles of learning. All students can benefit from various styles of learning.

• • Some students may be fidgeting but still paying attention to the lecture. 

  • Some students may need routine. If class patterns are changed, then it may take time for the student to adjust. It may be helpful to reach out to the students before making a change. It may be helpful to post on D2L about any changes to the course schedule, the assignments, etc.

  • Some students may be visual learners and may benefit from viewing additional demonstrations and illustrations.

  • Some students may learn most effectively by reading a textbook, while others may benefit from performing hands-on tasks.

How to Discuss Anxiety-Inducing Topics

Some students may be sensitive to certain topics, such as the horrors of war, climate change, politics, racism, etc. Here are some examples on how instructors have addressed these topics in class:

• • Some instructors mention that some people experience climate anxiety, so the instructors are affirming students’ feelings.

  • Some instructors share why the topic is being discussed in class.

  • Some instructors give students advanced notice that the topic will be discussed. 

  • Some instructors discuss the progress that is being made in society to address the topic. 

  • Some instructors provide options of alternate topics for students to address in an assignment. 

  • Some instructors give students options in their own life to make a negative situation better (e.g., to combat climate change, students may focus on using energy-efficient materials, such as LED light bulbs).

Use Accessible Visual Aids

It is estimated that 2-5% of students cannot visualize verbal information in their mind, so pictures and diagrams may be helpful . To make sure that the pictures and diagrams are accessible, you can:

• • Use labels,

  • Use Alternative Text,

  • Use text to convey color (e.g., include the data chart along with the pie chart, so if the student is not able to distinguish the colors on the pie chart, the student may read the data chart), 

  • Use effective color contrast. 

Classroom Environment

Some students may be more physically or mentally sensitive to bright light, loud sounds, smells, and/or textures. Think of some ways that you could adjust your classroom. For example:

• • Can you change the lighting to be less bright?

  • If it is noisy in the hallway, can you close the classroom door to reduce distractions?

  • If you are showing a video in class, ensure that the volume is not too loud.

  • Some students may use noise-cancelling headphones during class to reduce loud sounds and to better focus.

  • You may not be able to adjust the smells or textures in certain classrooms, but it is important to be aware that some students may experience an adverse reaction and may need to take breaks, at times, to get fresh air, etc. If you plan on using a machine, chemical, or other material that evokes a strong smell, consider announcing to students in advance that the machine, chemical, or other material evokes a smell and inform students that they may choose to wear a mask if needed/desired.

Class Participation

Students may have a real fear of being called upon in class. 

• • Is that something that you could adjust as part of your teaching style?

  • Can you give the discussion prompts to the students in advance in order for them to process their thoughts?

  • Can students contribute to the discussion in multiple ways (e.g., verbal participation, type their responses, write their answers on an index card or post-it notes, etc.)?  

Group Activities

Some students may experience difficulty with completing group work due to socialization challenges. 

• • Consider assigning roles within groups to offer a variety of learning opportunities.

  • Consider randomly assigning students to groups.

  • Are there templates for group work that outline roles? (e.g. researcher, presenter, recorder)

  • During group work, can you watch to see if some students are being shunned, shut out, ignored, or bullied? If so,

    • How can you solve this problem? 

    • Can you reach out to the student? 

    • Can you reassign them to a different group or try to intercede in the original group’s toxic behavior? 

Tests/Quizzes

Test anxiety affects many students, but for some students, who are neurodivergent, it may be especially stressful.

• • Can you hand out short sample tests or worksheets/review sheets?

  • Can you prepare a patient and helpful answer to every instructor’s least favorite question, “What is on the test?” 

  • Can you encourage students to utilize study resources like the tutoring center, student success coaches, library, and Wellness Services?

Inclusive Classroom

Here is one preliminary sketch of an inclusive classroom by Dr. Diane Kondratowicz:

• • A welcoming environment is a safe space that:

    • Acknowledges and values diversity in learning styles, perspectives, and contributions

    • Fosters a sense of belonging

    • Encourages understanding and acceptance

    • Cultivates trust

    • Nurtures students’ academic work and personal and professional growth

    • Is Inclusive

    • Is Equitable

    • Promotes fairness

    • Integrates flexibility if/as needed

    • Fosters collaboration

    • Encourages and showcases students’ creativity

Biases

Be mindful of your potential biases

• • Do not assume students who are neurodivergent are incompetent, are incapable, are lazy, do not care, and/or should not be in college.

  • Consider talking with the entire class about neurodivergence and the strengths of neurodiversity (rather than only talking with students who are neurodivergent). For example, in a course, you may consider discussing how neurodiversity is perceived in society when discussing diversity.

  • Never use the student’s neurodiversity status as a label. For example, do not say, “Today, we’re going to talk about neurodiversity. Bob, I know that you’re neurodivergent. Tell us about your experience.” Do not turn the spotlight on individuals.

  • View differences as strengths. Students may process information and learn differently. Each student brings unique strengths to the classroom.

Structured Class Sessions 

Some students experience challenges when there is change and thus benefit from structure in the course. Here are some strategies that you may use to support students:

• • Set timers.

  • Ensure your expectations are clear.

  • Set boundaries. 

    • Example 

      • Situation: If a student is talking excessively in class, you may say, “That’s a great story/idea/question. We need to move on to the next topic. We can talk about your story/idea/question after class.” 

      • Strategy #1: After class, you may have a conversation about what cues you can provide to the student to remind the student about the expectations of the course. 

      • Strategy #2: One student may benefit from the instructor providing a small cue card during the class lecture to remind the student to stay on topic.

      • Strategy #3: If the student is talking critically about the course in the large group discussions, then it may be helpful to talk privately with the student and ask, “How can I improve your learning experience?” You can set boundaries and ask the student to discuss any concerns privately with the instructor instead of in a large group discussion.

  • Ensure a good balance of structured lectures and some time for discussion and Q&A during your course lectures. 

  • Use an agenda, and write the agenda on the board.

  • Alert the students when you are changing topics, activities, etc.

  • Give both written and verbal instructions.

  • Turn on soft/instrumental background music or allow students to use headphones during non-instructional time.

Dual Disabilities

Research shows that individuals who are neurodivergent may experience additional conditions, including anxiety, depression, etc. If a student discloses mental health challenges, encourage the student to seek Wellness Services. Through the Wellness Services office, students may receive free short-term counseling support.

Memory Strategies

Some students experience challenges with their working memory. For example, the student may hear your lecture, but as more information is being presented, the student may forget what was just said, may experience challenges with retrieving information stored in long-term memory, and may forget what task the student was supposed to complete. 

• • Ask the student to verbalize the steps of a process.

  • Provide written directions.

  • Provide information in chunks.

  • Explain the steps to a process, pause, and ask the students, “What have we learned so far?” Summarize those steps by writing on the board.

  • Try color coding when writing information on the board.

Time Management

On D2L, you may indicate how long a video is, number of pages of an article, number of words needed for a discussion board post, etc. This may help some students best prioritize their time. Provide detailed instructions for assignments.

Time Blindness

Some students who are neurodivergent may experience challenges with planning their schedule to arrive to class on time, pacing during a test, keeping track of time to complete an assignment, etc. 

• • Consider meeting with the student to discuss attendance, and refer the student to a Student Success Coach for assistance in planning the student’s day.

  • Consider creating and posting an agenda on the board, and include timestamps so that the student can pace how long to devote to certain tasks. For example, in a 3-part activity, estimate how long each part should take, and set and display a timer to alert students when they should end one task and start another task. 

Role Models

Include positive famous people who are neurodivergent in your course materials: 

• Bill Gates has dyslexia and ADHD (Source: Gates Foundation article on Bill Gates)

• Tim Burton has autism.

• Greta Thunberg, youth climate leader, has autism.

• Billie Eilish has Tourette Syndrome and synesthesia.

• Simone Biles has ADHD (Source: Olympics article about Simone Biles)

• Isaac Newton and Albert Einstein were probably on the autistic spectrum. Their ability to focus on a problem was one of their great strengths.

• Glen Keane, the lead animator for Disney films, including “The Little Mermaid,”  has Aphantasia, which is when people can’t create mental pictures to “see” things in their mind. Yet he could still do art and won an Oscar for his work! For more information, visit The Art Of Aphantasia.

• Successful People with Neurodivergent Disabilities - Student News 

Creating Accessible Materials 

Guide to Making Digital Materials Accessible

Additional suggestions to help maximize accessibility include 

• Use clear, numbered instructions for larger tasks

• Give expected time allotment for tasks/assignments 

• Provide instructions both verbally and in writing 

• Ensure that handouts/slides/etc. are free of clutter and don't have large chunks of text and can add images/subheadings to break up large chunks of text 

• Use techniques and strategies posted on the ECC Accessibility web page

• Use Bionic Reading fonts, which may help students and employees with reading comprehension

• Show students how to use YuJa’s Immersive Reader within D2L 

• Show students how to use ReadSpeaker in D2L (aka the “Listen” button in D2L)

If you need assistance with creating accessible content for your courses, contact Kyle Ahlmann and Ryan Karp, who are Instructional Technology/Accessibility Coordinators through the Distance Learning office. You may email them at kahlmann@elgin.edu and rkarp@elgin.edu. 

Student Access & Disability Services Office 

Accommodations are modifications, adjustments, or eliminations of barriers to a program or service to enable a student with a disability to participate on an equal basis.

Students Who Have Accommodations

Students who have applied for accommodations through ECC’s Student Access & Disability Services office and have been approved should request accommodation letters each semester in every class in which they are in need of accommodations. The Student Access & Disability Services office will remind students to request accommodation letters at the start of each semester. 

Accommodations are individualized to meet students’ unique needs based on their disability. Some accommodations may include:

• • Extra time for test-taking

  • Audio recording of lectures

  • Copies of notes

  • Group work accommodations

  • Preferential seating

Please contact Student Access & Disability Services at sds@elgin.edu or 847-214-7717 for more information on accommodations and how to implement them. 

Students need to learn what works for them (e.g., dimmer lights, not being called on, etc.) and how to convey that information to their instructors. It may be helpful for them to complete a worksheet with their assigned Accessibility Specialist/Student Success Coach to guide them in these conversations with their instructors. 

Students are encouraged to reach out to their instructors regarding their accommodations. They may send an email to instructors at the beginning of the semester. Here is a sample email that a student may send to an instructor:

Hi Professor XXXX,

My name is XXX. I am a student in your XXX course. I am writing because you have received an email from the Student Access and Disability Services Office listing my approved accommodations for your course. I would be happy to meet with you to discuss my accommodations.

I look forward to working together with you during this semester.

Thank you in advance for your assistance.

Best regards,

XXXX

Students Who Do Not Have Accommodations

It is important to keep in mind that some students may not be working with the Student Access & Disability Services yet because they don’t know about the services, feel embarrassed/stigmatized, feel it is cheating to get help, and various other reasons. Students may need accommodations for some classes but may not need accommodations for other classes due to built-in supports available within those classes.  There is a stigma associated with certain disabilities, so students may not feel comfortable disclosing their disability. Additionally, some students may not be aware of the accommodation services available in the college setting. 

Supporting Students Who May Not Disclose Their Disability

Conversation starters 

• • Example of Scenario #1:

    • A student informs you that he has autism. 

    • During a private conversation with the student, the instructor can say, “What can I do to support you in the classroom?”

  • Example of Scenario #2

    • A student tells you that she has ADHD.

    • During a private conversation with the student, the instructor can say, “Thank you for opening up to me. What has helped you in past classes?”

You can inform the student about all available resources, including the Student Access & Disability Services office, Wellness Services office, Tutoring Center, etc. It is helpful to share general information about all resources so that you are not pinpointing the Student Access & Disability Services office and mislabeling the student as a student with a disability if the student does not have a disability.

If you have a conversation with the student and the student discloses a disability to you, refer the student to the Student Access & Disability Services office. 

If the student mentions that the student suspects a disability but does not have formal documentation or a formal diagnosis, please refer the student to the Student Access & Disability Services office to discuss options for obtaining the necessary documentation.

• You don’t want to be demanding. You want to respect the student’s boundaries.

• How and when should an instructor ask a student questions

  • If a student discloses a disability, don’t say, “Thank you for sharing.” Elaborate and say, “What can I help you with?”

Resources

• Math Professional Day--Resources and References

• April 2024 Neurodiversity in Learning Recommended Strategies

• CETAL’s Neurodiversity in Learning Workshop Series in Fall 2024

References

1. Bay Atlantic University. (2024, March 7). 8 types of learning styles: The definitive guide. Academic Advice. https://bau.edu/blog/types-of-learning-styles/  

2. Birdwell, M. L. N., & Bayley, K. (2022). When the Syllabus Is Ableist: Understanding How Class Policies Fail Disabled Students. Teaching English in the Two-Year College, 49(3), 220+.https://link.gale.com/apps/doc/A748792141/AONE?u=ecc_main&sid=bookmark-AONE&xid=3e14a0bd

3. Butcher, L., Lane, S. Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective. High Educ 90, 243–263 (2025). https://doi.org/10.1007/s10734-024-01319-6

4. Chew BL, Jensen SA, Rosén LA. College students' attitudes toward their ADHD peers. J Atten Disord. 2009;13(3):271–276. 10.1177/1087054709333347.

5. Clouder, L., Karakus, M., Cinotti, A., Ferreyra, M. V., Fierros, G. A., & Rojo, P. (2020). Neurodiversity in higher education: A narrative synthesis. Higher Education, 80(4), 757–778.‌

6. Hamilton, L. G. & Petty, S. (2023).  Compassionate pedagogy for neurodiversity in higher education:  A conceptual  analysis.  Frontiers in Psychology. 14:1093290  1–25.  https://doi: 10.2289/fpsyg.2023.1093290

7. Hennessey, K., Dodson, D., & Casey, K. (2023, May 9). Handling sensitive topics. Teaching and Learning Hub, Stanford Graduate School of Business. https://tlhub.stanford.edu/docs/handling-sensitive-topics/

8. Kozielec, Vanessa.(2024, January 15) 6 principles to inform a supportive and neurodiverse campus.University of Calgary. https://www.ucalgary.ca/news/6-principles-inform-supportive-and-neurodiverse-campus

9. Kuder, S. J., Accardo, A., & Woodruff, J. (2023). College Success for Students on the Autism Spectrum: A Neurodiversity Perspective. Routledge. https://doi.org/10.4324/9781003443452

10. Misgen, Sara A. (2024). Supporting Neurodivergent Students in the Classroom. Brown University’s The Harriet W. Sheridan Center for Teaching and Learning. https://sheridan.brown.edu/resources/inclusive-teaching/supporting-neurodivergent-students-classroom 

11. Nash-Luckenbach, D. M., & Friedman, Z. L. (2024). The neurodivergent college learner: faculty perceptions of supporting individuals with ADHD in higher education. Quality Assurance in Education, 32(4), 597-610. https://doi.org/10.1108/QAE-01-2024-0014

12. Pfeifer, M. A., Cordero, J. J., & Stanton, J. D. (2023). What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities. CBE—Life Sciences Education, 22(1), ar2.

13. Sarrett, J. C. (2018). Autism and Accommodations in Higher Education: Insights from the Autism Community. Journal of Autism and Developmental Disorders, 48(3), 679–693.

14. Schaefer, J., & Sanchez, A. (2024, March 15). Shining a light on neurodiversity in higher ed. School of Education.

15. Stachowiak, B. (2021). Supporting ADHD Learners (384) [Broadcast]. Retrieved June 14, 2024, from https://teachinginhighered.com/podcast/supporting-adhd-learners/#transcriptcontainer

16. Supporting Neurodivergent Students in the Classroom. (2021). Sheridan Center for Teaching and Learning | Brown University. https://sheridan.brown.edu/resources/inclusive-teaching/supporting-neurodivergent-students-classroom

17. University of Nebraska-Lincoln, I. of A. and N. R. (n.d.). Ten tips for facilitating discussions on sensitive topics. Institute of Agriculture and Natural Resources | Nebraska. https://ianr.unl.edu/ten-tips-facilitating-discussions-sensitive-topics/