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 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.
