The cliché “lifelong learner” is used often, but there is a great deal of good in that term if you begin to think deeply about it.  

We are always learning; and that is a good thing. I am. That is why I’m excited to be part of the Center for Engaged Learning (CEL) at Elon University. I am one of the seminar leaders for this year’s research seminar Affirming and Inclusive Engaged Learning for Neurodivergent Students. Our goal is to explore multiple ways that higher education professionals can think about neurodiversity.  

There are six teams of researchers from all over the world. They are exploring issues ranging from effective use of spaces to self-advocacy for neurodivergent students. For me, these are exciting discussions because in them I am learning so much. This excitement stems from thinking outside the fields where I have conducted most of my professional work in neurodiversity. My background is in elementary and special education, where I taught for about ten years. I taught elementary students who were neurodivergent in a rural school in Virginia, working with families and other professionals. After earning my PhD at the University of Virginia, I have taught in higher education, which has involved preparing preservice teachers in special education and undergraduate research.   

This experience working with CEL has caused me to think about being a learner, and even how that applies to understanding neurodiversity. Learners confront new situations with strengths. Our strengths that we bring we can celebrate. Even as you read this, take a moment to think about your strengths and ways that you are strong, and ways that you learn. Neurodiverse learners have strengths, too.  

Even as you read this, take a moment to think about your strengths and ways that you are strong, and ways that you learn. Neurodiverse learners have strengths, too.  

Learning results in growth. The key to learning, it seems, is to explore and be curious; to be in an awkward place; to know that you are not at the finish line, only at the starting line. As one person said, “It is not that you don’t understand; it’s that you don’t know yet.” So there is a vulnerability here, and that is OK.   

Learning takes people. In the CEL seminar, teams of professionals work toward a common good and goal. Being around other smart people with their ideas and curiosities brings a new spark of life to learning.   

Learning requires reflection. In my experience working with the Center for Engaged Learning, one area that has been interesting is to watch the processing of new ideas, research topics, and situations by individuals in the seminar. Everyone processes differently, and everyone goes about learning differently, too. Some use journal-writing; others talk to colleagues; and others have other means as well. Some are quick and some take time to think.  

Being a lifelong learner is important. There is still more to learn. When thinking about neurodiversity, this is true, too. There’s more to understand, but it is good.     

About the Author 

Stephen Byrd is an Associate Professor of special education at Elon University and a research seminar leader for the 2024–2026 Affirming and Inclusive Engaged Learning for Neurodivergent Students. His research work centers on families and their perceptions of disability, information, and special education services. Stephen regularly presents at local, state, and national conferences. He also engages in undergraduate research and serves as program coordinator for special education at Elon.  

How to Cite This Post 

Byrd, Stephen. 2024. “Lifelong Learning: Reflections on Neurodiversity and Growth .” Center for Engaged Learning (blog), Elon University. November 22. https://www.centerforengagedlearning.org/lifelong-learning-reflections-on-neurodiversity-and-growth/.