Neurodiversity is a concept that recognizes and honors neurological differences as variations of the human genome like the human diversity of ethnicities, genders and orientations. Neurological divergence that creates neurodiversity of the human experience includes individuals who are often labeled with Learning Disabilities, Attention Deficit Hyperactivity Disorder, and the Autistic Spectrum just to name a few. This session will explore inclusive practices in higher education that reframe the concept of neurodiversity from an individual or medical model of disability to a social model of disability focusing on removal of exclusionary barriers often experienced by neurodivergent learners.
Exclusionary barriers can manifest in attitudes, beliefs and practices situated in unconscious biases that impact course design. Accommodations and institutional policies that comply with federal laws designed to ensure equitable access for individuals with disabilities can marginalize neurodiverse learners. Attendees are encouraged to bring a copy of their institution’s syllabus statement that addresses accommodations for students with disabilities. During this session, attendees will critique the statement through the conceptual framework of the individual or medical model of disability and the social model of disability, intersecting with the concepts of diversity, equity and inclusion.
At the course level, this session will address universal access in digital learning pedagogy and instructional design elements for inclusive learning experience that embraces neurodiversity. Attendees will apply concepts of positive niche construction to accommodate universal access through personalized learning experience platforms. A central focus will address promoting a class culture that respects and values neurodiversity by facilitating peer reciprocity in collaborative paired and group interaction in online and blended learning environments. VIEW THIS SESSION [Mediasite player]