What is Neurodiversity?

“Neurodiversity” refers to the natural variations in human cognition, learning, and behavior. It encompasses a wide range of conditions, including autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, and others. While accommodations are essential for providing equal access to education for neurodivergent students, they are only one part of the puzzle. A truly supportive learning environment goes beyond simply providing accommodations to proactively addressing the unique needs of these learners.

The Limitations of an Accommodation-Based Model

An accommodation-based model focuses on providing specific supports to individual students, such as extended time on tests or preferential seating. While these accommodations can be helpful, they can also perpetuate a deficit-based view of neurodiversity. This view can lead to stigmatization and isolation of neurodivergent students, who may feel like they are being “singled out” or that their needs are a burden. Many college student don’t want to be seen as different, they don’t know where to go, and may not see the benefit of asking for or availing themselves of accommodations.

All Kinds of Minds’ Framework for Understanding Different Learners

The All Kinds of Minds (AKOM) framework provides a strengths-based approach to understanding neurodiversity. This framework emphasizes that all learners have different strengths and challenges, and that these differences are not deficits.

AKOM identifies eight “constructs” of learning:

• Attention

• Memory

• Language

• Visual-spatial reasoning

• Temporal-sequential ordering

• Higher-order cognition

• Social cognition

• Motor control

These constructs can be used to understand the unique learning profiles of individual students and to develop targeted interventions. You can learn more about them at All Kinds of Minds.

Practical Strategies for Faculty and Staff

There are a number of practical strategies that faculty and staff can use to support neurodivergent learners, including:

• Use QED’s Learner Sketch Tool: This free online tool is designed to provide learners with a personalized profile strategies to improve learning outcomes, and educators with information and strategies to support every learner’s growth and success.

• Differentiate instruction: Provide a variety of learning activities and materials to meet the needs of different learners.

• Provide clear and concise instructions: Use visual aids and other supports to help students understand what is expected of them.

• Create a structured and predictable learning environment: This can help reduce anxiety and improve focus for students with ADHD and ASD.

• Use positive reinforcement: Encourage and motivate students by focusing on their strengths and successes.

• Teach self-advocacy skills: Help students learn how to identify their own needs and advocate for themselves.

The Importance of Early Intervention and Building Student Self-Advocacy Skills

Early intervention is critical for supporting neurodivergent learners. By identifying and addressing challenges early on, we can help students develop the skills they need to succeed in school and in life. It is also important to help students develop self-advocacy skills. This will empower them to take ownership of their learning and to seek out the support they need.

By moving beyond an accommodation-based model and adopting a proactive approach to supporting neurodiverse learners, we can create a more inclusive and equitable learning environment for all students.

Additional Resources

• All Kinds of Minds: allkindsofminds.org/learning-framework

• National Center for Learning Disabilities: ncld.org

• Understood: understood.org

Call to Action:

• How are you going beyond accommodations to support neurodivergent learners in your classroom or on your campus?

• What are some of the challenges you have faced in implementing a proactive approach to supporting neurodiverse learners?

• What resources have you found to be helpful in supporting neurodiverse learners?