HomeAnnotated BibliographiesAffirming and Inclusive Engaged Learning for Neurodivergent Students Compassionate Pedagogy for Neurodiversity in Higher Education: A Conceptual Analysis Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning GenAI and Engaged Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Hamilton, Lorna G, and Stephanie Petty. 2023. "Compassionate Pedagogy for Neurodiversity in Higher Education: A Conceptual Analysis." Fronteirs in Psychology 14. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1093290/full.About this Journal Article:This article is a conceptual article. Its focus is on the appropriate role of compassion by higher educators in various levels of responsibility for neurodiverse students. It points to a wise compassion that considers anxiety and distress and looks to UDL for strategies for all learners. Recommended by Jeni Dulek, Christina Gunther, Kieran Higgins, and Tara Ronda.
