Using UDL to Support Students Who are Neurodiverse
Neurodiversity is a term used to describe the concepts that 1) the human brain is extremely complex and 2) the brains of some individuals are “wired” in ways that differ from the neurotypical brain. In encompasses a wide range of cognitive, learning, and behavioral variances. Examples of students who are considered neurodiverse include those with documented diagnoses such as ADHD, learning disabilities, and autism.
On campuses across the country and within the UN system, the number of students with these formal diagnoses is increasing. The Americans with Disabilities Act outlines the protections and rights for these individuals. However, it is important to note that many students who are neurodiverse have not been formally diagnosed.
Students considered neurodiverse interact with others and within their surrounding environment in unique and beneficial ways. They have a spectrum of intellect, often ranging from average to superior. They can be very passionate about their interests and career pursuits and have a wide variety of talents.
Although there is no “right” way of learning and behaving, academic and social settings can present neurodivergent students with a number of challenges related to goal-setting, organization, self-regulation, focus, flexible thinking, reading social cues, communication, and inhibitory control. In addition to the functional challenges, students who are neurodivergent can feel stigmatized, marginalized, and isolated.
How To
There is no need to create an account to get started. The first step is to recognize that many of the included recommendations within this resource, will likely benefit all of your students. Pick one to try this week and then go from there.
As with all of our resources, there is no pressure to overhaul your entire course today. Start small.
Use principles of UDL. This includes offering students:
Multiple means of engagement – Learners differ in their preference and tolerance for engagement and social interaction in classroom environments. Some students work best with predictable routines and structure, while others enjoy spontaneity.
Strategies: Clarify and remind students of expectations, preview upcoming tasks, provide discussion prompts before class, minimize classroom distractions, structure group work, and encourage self-reflection.
Multiples means of representation – Learners differ in how they process and comprehend sensory input. Some students may have visual or hearing impairments, others may need more cognitive processing time or struggle to connect content due to language or cultural differences.
Strategies: Pair verbal directions with images; use graphic organizers/cues; share copies of slides/notes; clarify vocabulary, symbols, metaphors, and idioms; categorize information; and embed closed captioning for recorded lectures.
Multiple means of expression – Learners express themselves and demonstrate knowledge in different ways. Some students have limited access to working memory and as a result, can seem disorganized or unprepared.
Strategies: model processes/skills; offer templates/exemplars; allow for practice, drafts, and revisions as appropriate; scaffold large projects; encourage goal setting; share/discuss grading rubrics with students; and consider options for assessment
When considering ways to support a diverse student body, Ortiz (2020) suggests there are strengths students who are neurodivergent bring to your classes and that they can benefit from such as practicing soft skills such as communication. A recent study by Friedman and Nash-Luckenbach found that faculty who integrate individualized opportunities, such as those listed above, reported a realization at how much more resourceful and creative students were than they initially expected. Additionally, faculty noted that the students in the class became closer as a student/class community.
References
Friedman, Z. L., & Nash-Luckenbach, D. (2023). Has the time come for heutagogy? Supporting neurodivergent learners in higher education. Higher Education, online, https://doi.org/10.1007/s10734-023-01097-7
Ortiz, L. A. (2020). Reframing neurodiversity as competitive advantage: Opportunities, challenges, and resources for business and professional communication educators. Business and Professional Communication Quarterly, 83(3), 261-284. https://doi.org/10.1177/2329490620944456
This resource was created by the UNO Center for Faculty Excellence and shared with UNK through a collaboration with all the NU systems’ centers for teaching and faculty excellence.
