HomeAnnotated BibliographiesSupporting Neurodiverse and Physically Disabled Students Do Neurodivergent College Students Forge a Disability Identity? A Snapshot and Implications 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:Shmulsky, Solvegi, Ken Gobbo, Andy Donahue, and Frank Klucken. 2021. "Do Neurodivergent College Students Forge a Disability Identity? A Snapshot and Implications." Journal of Postsecondary Education and Disability 34 (1): 53-63.About this Journal Article:This paper investigates identity formation and self-acceptance of students at an institution that serves neurodiverse students. They look at the connections between strength of identity with wellness and social justice advocacy around neurodiversity and disability.
