Creating Inclusive Campuses: Neuroinclusive Policies and Practices in Postsecondary Education
In this research, we report on the findings of the first national survey of neurodivergent postsecondary students and recent graduates as well as in-depth interviews with neurodivergent students and graduates, and staff and leaders working in accessibility services.
How do neurodivergent students experience post-secondary education? How can colleges, polytechnics, and universities reduce the barriers that neurodivergent students face? How can faculty and staff better address the needs of neurodivergent students and improve their academic success and wellbeing?
We delve into the perceptions of these students, staff, and leaders to detail the policies and practices that hinder or promote neuroinclusivity in PSE. From this, we provide actionable recommendations for post-secondary institutions working to make more inclusive environments for neurodivergent students.
Key insights
Neurodivergent faculty and administrative staff represent an underutilized resource for shaping neuroinclusive policies. The unique combination of their lived experience and institutional knowledge provides critical insights into the primary barriers faced by neurodivergent students.
Neurodivergent students benefit from receiving targeted information about their learning profiles and relevant accessibility services. This support helps them develop the self-advocacy skills required to navigate PSE effectively.
Adopting a neuroinclusive and neuro-affirming wraparound-service model can ensure neurodivergent students receive coordinated support across academic, accessibility, and mental health services.
More from FSC
Indigenous Peoples in the Workplace: AI, Employment and Training
Inclusive Work Integrated Learning – What works for whom?
