HomeAnnotated BibliographiesNeurodivergent Valuing Neurodiversity on Campus: Perspectives and Priorities of Neurodivergent Students, Faculty, and Professional Staff Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Mentoring Service-Learning Student-Faculty Partnership Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Accardo, Amy L, Estyr M Bomgardner, Mollie B Rubinstein, and John Woodruff. 2024. "Valuing Neurodiversity on Campus: Perspectives and Priorities of Neurodivergent Students, Faculty, and Professional Staff." Journal of Diversity in Higher Education. https://dx.doi.org/10.1037/dhe0000571.About this Journal Article:This study used a survey and focus groups to identify perspectives and priorities of students, staff and faculty at one university. Four priorities emerged from this work including expanding mental health supports; providing training and professional development for faculty around neurodiversity and universal design for learning; centering neurodiversity in DEI initiatives; and expanding neurodiversity supports. The methods and outcomes of this study could be very useful to readers as both a place to start interventions on their campus and collecting perspectives from stakeholders on their campus. Recommended by Anne E. Marshall and Antonella Strambi.
