The basic premise of neurodiversity is that there is no “normal” baseline for brain processes, but that all individual brains vary and therefore are diverse. The CAST organization estimates that 11% of college students enrolling in post-secondary campuses having a learning disability or learning difference. As neurodiverse students enroll in post-secondary education, the environments within which these students learn, can either support or impede their ability to succeed. Simply put, a neurodiverse campus population means that educators recognize that all students process and learn differently and must adapt our approaches and services in order to reach and support all students enrolled on our campuses.
Neurodiverse students are a growing population on today’s college campus. Their growing presence prompts new approaches to support their success and change traditional student services and collegiate experiences.
This practical guide:
Chapters cover tutoring, learning supports, academic coaching, academic advising, career services, residential living, and classroom experiences that impact and assist neurodiverse college students.
Elizabeth Coghill has served as the inaugural director of the Pirate Academic Success Center at East Carolina University for the past eleven years. An experienced higher education administrator, her research and practice interests focus on the academic and social success of marginalized student populations: neurodiverse learners, students of color, first generation, economically disadvantaged, and military affiliated students. Dedicated to the academic achievement of collegiate students, she is an early adopter of Universal Design for Learning (UDL) techniques imbedded within a learning center. She has over 25 years of experience in higher education in learner support services, academic advising, registrar, systems training, career development, and admissions. Jeffrey Coghill is outreach librarian and director of Eastern AHEC Library Services since 2009 at Laupus Library at East Carolina University. From 2001–2009, he was collection development librarian at Laupus. As the outreach librarian, C helps healthcare professionals find the best information so they can help their patients get better.
Chapter 1, An Introduction to Neurodiversity, Elizabeth M.H. Coghill
Chapter 2, Self-Advocacy, John B. Caldora II and Elizabeth M.H. Coghill
Campus Spotlight: Learning Community, Pirate Academic Success Center, East Carolina University, Elizabeth M.H. Coghill
Chapter 3, Academic Advising, Bob Detweiler
Campus Spotlight: Beacon College, Leesburg, Florida, Bob Detweiler
Chapter 4, Welcoming Spaces for Learning, Stacey Blackwell, Amanda Haberstroh, and Anna Sandberg
Campus Spotlight: Livingston Learning Center at Rutgers University, Rutgers University, Stacey Blackwell and Anna Sandberg
Chapter 5, Classroom Support, sCheryl L. Dickter and Joshua A. Burk
Campus Spotlight: Neurodiversity Working Group, College of William and Mary, Cheryl L. Dickter and Joshua A. Burk
Campus Spotlight: Neurodiversity Connections, Duke University, Kimberly Blackshear and Tara Chandrasekhar
Chapter 6, Tutoring, Abby Benzinger, Claytonia Boular-Woods, and James W.H. Howard
Campus Spotlight: Pirate Academic Success Center, East Carolina University, Elizabeth M.H. Coghill
Chapter 7, Learning Supports, Morgan James, Alysha Gray, Emily Johnson, and Sarah Williams
Campus Spotlight: As-U-R Program, Appalachian State University, Ellen Bunn
Chapter 8, Academic Mentoring and Coaching Services, Morgan James, Ellen Bunn, and Sarah Williams
Campus Spotlight: STEPP Program, East Carolina University Morgan James
Chapter 9, Library Services, Jamie E. Bloss, Amanda Haberstroh, G.J. Corey Harmon, and Jana Schellinger
Campus Spotlight: Hands-on Learning in the Library: Anatomical Models at Laupus Library, East Carolina University, G.J. Corey Harmon
Campus Spotlight: Partnering with the STEPP Program, Joyner Library, East Carolina University, Jamie E. Bloss and Amanda Haberstroh with Jeanne Hoover, Clark Nall, and Carolyn Willis
Chapter 10, Residence Halls, Angela Holleman, Jeffrey G. Coghill, and Elizabeth M.H. Coghill
Campus Spotlight: Boxes and Walls, University of Wisconsin-Whitewater, Terry Tumbarello
Chapter 11, Campus Health and Wellness, Shawnté Elbert, Ta-Kisha Jones, and Elizabeth M.H. Coghill
Campus Spotlight: Neurodiversity Navigators, Bellevue College, Washington , Sara Gardner
Chapter 12, Disability Support Services, Clarissa Barnes, Jennifer Williams, and Tamara Mancini
Campus Spotlight: TECHniques Center, Texas Tech University, Jennifer Williams, Tamara Mancini, and Clarissa Barnes
Campus Spotlight: Student Accessibility Services at Tufts University, Tufts University, Jennifer Williams and Kirsten Behling
Chapter 13, Epilogue, Elizabeth M.H. Coghill
About the Contributors
About the Editors
This volume, edited by Elizabeth M. H. Coghill and Jeffrey G. Coghill, offers an introduction to supporting students with neurodiversity, geared toward academic library staff. Contributions discuss neurodiversity and self-advocacy and take a deep look at different campus departments (libraries, residence life, academic advising, etc.). The book makes clear that academic supports for neurodiverse students are different in higher education than they are in a K–12 setting, and that students may need help with the transition. Across the contributions, there is a sustained focus on Universal Design for Learning and other conceptual models that may help ensure that library spaces and services are welcoming to neurodiverse students. Case studies between each chapter describe ways that departments on different college and university campuses have taken neurodiversity into consideration.
VERDICT: A thoughtful exploration of ways for campus staff to provide helpful services to neurodiverse students.
As more neurodiverse students enter college, librarians, faculty, and staff will need to create an environment where these students can learn and thrive. This book is one resource that can help with that goal.