HomeAnnotated BibliographiesAffirming and Inclusive Engaged Learning for Neurodivergent Students Valuing Neurodiversity on Campus: Perspectives and Priorities of Neurodivergent Students, Faculty, and Professional Staff 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: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.
