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 todays college campus. Their growing presence prompts new approaches to support their success and change traditional student services and collegiate experiences.

This practical guide:

Assists readers in better understanding neurodiverse students and the way campus services can create welcoming environmentsExplores the role Universal Design for Learning (UDL) and Executive Functioning (EF) plays in student success, andFocuses on specific collegiate offices and services that effectively address the needs of neurodiverse learners.

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 20012009, 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.

Contents

Figures

Preface

Acknowledgements

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 UniversityMorgan 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