Table 1.
Recommendations to Promote Inclusion of Neurodivergent Students, Staff, and Faculty in Postsecondary Institutions
| DEI recommendations 1. Recognize neurodiversity as a DEI issue a. Ensure DEI personnel are adequately qualified to identify and address DEI issues affecting neurodivergent people b. Ensure neurodiversity, and intersectionality with neurodiversity are considered in all DEI initiatives and programs c. Collect data about representation of neurodivergent students, staff, and faculty, as well as intersectionality with neurodiversity d. Collect data about challenges faced by neurodivergent students, staff, and faculty, including those with intersectional identities e. Develop and implement strategies to increase inclusion and representation of neurodivergent students, staff, and faculty f. Ensure mechanisms, such as remedial training and disciplinary processes, are in place and working effectively to address discriminatory behavior toward neurodivergent people 2. Provide campus-wide neurodiversity and universal design trainings to faculty, staff, and students 3. Establish Disability Cultural Centers a. Place Disability Cultural Centers in accessible locations adjacent to other cultural and retention centers for marginalized student populations b. Use Disability Cultural Centers as a base for institutional initiatives to promote neurodiversity and disability inclusion and acceptance c. Use Disability Cultural Centers to provide support for neurodivergent-led clubs and initiatives, but without compromising the autonomy of these groups 4. Ensure neurodivergent people are meaningfully involved as leaders in neurodiversity initiatives a. Involve neurodivergent students in oversight of neurodiversity initiatives and/or hire neurodivergent staff to execute programs b. Provide appropriate remuneration c. Ensure neurodivergent leadership is meaningful and nontokenistic Disability accommodations and supports recommendations 5. Integrate disability accommodations to enhance accessibility a. Provide each disabled campus community member with a single primary contact to coordinate the accommodations, including accommodations in different domains (e.g., housing, classes) b. Develop accommodations in a collaborative and person-centered manner to meet individuals' specific needs 6. Increase flexibility of disability documentation requirements a. Do not require updated/recent documentation for permanent disabilities b. Accept less expensive disability documentation, such as IEP disability classifications 7. Recognize and accommodate sensory discomfort, distraction, distress, and overload a. Offer housing accommodations for sensory distress and overload, such as single rooms and quiet dormitory buildings b. Offer dining accommodations for sensory distress and overload, such as alternatives to aversive foods and freedom to take food outside to avoid noise c. Consider sensory accessibility in new construction and renovations of campus buildings and spaces d. Establish sensory refuge areas around busy and overwhelming parts of campus e. Ensure testing centers for disabled students are free of sensory distractions and allow opportunities for students to ask clarifying questions to instructors. Allow departments to use their own spaces (not the testing center) for accommodated examinations if their own space is suitable. 8. Establish supports to ensure a smooth transition into postsecondary a. Provide summer transition programs b. Offer staff check-ins c. Develop mentorship programs and provide opportunities for neurodivergent students, staff, and faculty to be mentors, not just mentees 9. Establish supports to ensure a smooth transition out of postsecondary a. Provide information about unwritten expectations of graduate school and employment b. Offer career supports that address challenges neurodivergent people face, partnering with external agencies and programs if necessary to expand institutional capabilities c. Partner with employers to develop customized job opportunities and programs for neurodivergent people d. Ensure that career supports aim to support neurodivergent students' own long-term career goals and (if applicable) provide experiences that are competitively remunerated 10. Improve mental health supports for neurodivergent students a. Offer sustained mental health support to neurodivergent students, rather than crisis model support b. Hire counselors who have expertise supporting neurodivergent people and who have attitudes of flexibility of openness toward neurodivergent people c. Offer mental health support groups targeted toward neurodivergent students 11. Establish mechanisms to swiftly provide remediation if neurodivergent people are prevented from receiving accommodations a. Ensure that these mechanisms operate quickly and without imposing advocacy burdens on neurodivergent people b. Ensure that neurodivergent people can easily and safely switch to a different accommodations case worker if required Communication recommendations 12. Respect neurodivergent people's preferences regarding advocates and support people a. Make neurodivergent students' willingness to involve support people in their education a discussion topic in initial accommodations visits b. Ensure that there is always a clear process for determining students' preferences that allows them to change their mind at any time c. Ensure staff do not make students feel stigmatized for involving advocates and support people in their education 13. Offer flexibility of modalities to ensure accessibility of communication and instruction a. Offer neurodivergent people the choice of communicating with university staff over a variety of communication modalities, such as the telephone, email, or using online systems to book in-person appointments or videoconferences b. Provide students with multiple means of class engagement and evaluation c. Provide students with the choice of taking classes in-person or remotely |
DEI, diversity, equity, and inclusion; IEP, individualized education plan.