The term neurodiversity emerged as researchers and families increased efforts to better understand the needs and abilities of children and people with autism. At the same time, significant changes were made to the federal Education for All Handicapped Children’s Act, which began to recognize autism and TBI (traumatic brain injuries) as new disability categories and to mandate that students’ IEPs have ITPs or individual transition plans to help and support students’ transition to post-secondary life. In 1990, the Education for All Handicapped Children’s Act became the Individuals with Disabilities Education Act (IDEA), with greater emphasis on ensuring all students had access to the same curriculum and expanding the definition of developmental delays.    

Since then, neurodiversity has been making its way into more and more conversations around college campuses in the US. Some of this can be credited to platforms like TikTok and other social media networks where families or individuals document their neurodivergent lives for a global audience. Celebrities, athletes, and CEOs have also shared their identities as ND or neurodivergent, while schools and scholars are shaping conversations and practices to create more inclusive, welcoming, and flexible working and learning environments.  Film and TV have also contributed to the efforts to normalize, raise awareness about, and increase representation of neurodiversity through content like Everything Everywhere All at Once, Temple Grandin, Like Stars on Earth, the multiple Lightening Thief series, Infinitely Polar Bear, Love on the Spectrum, Extraordinary Attorney Woo, and Astrid. Documentaries like The Disruptors, A World of Difference: Embracing Neurodiversity (26 mins + free on PBS), and Life, Animated are also exploring and magnifying neurodivergent experiences. And beyond film and tv, there are countless books, essays, scholarly publications, websites, and podcasts dedicated to sharing information, requesting help, providing resources, building community and awareness, and generally recognizing the wide range of experiences that comprise neurodiversity.  

Left and right brain concept with colors. Image by macrovector on Freepik.

So what is neurodiversity? Neurodiversity is a noun used to recognize and support the many different ways our brains work. It refers to the “variation of cognitive functioning in people. Everyone has a unique brain and therefore different skills, abilities, and needs.” (Exceptional Individuals). Neurodivergent is an adjective used to describe a person or people who have neurodivergence or “cognitive functioning which is not considered ‘typical’.” According to the Cleveland Clinic, people who identify as neurodivergent may be autistic, dyslexic, or epileptic. Neurodivergence also includes intellectual disabilities, mental health conditions like bipolar disorder and OCD (obsessive-compulsive disorder), Prader-Willi syndrome, sensory processing disorders, social anxiety, Tourette syndrome, and Williams syndrome.    

It is estimated that 10-30% of college students are neurodivergent (Madison), though that number may be higher. Because we are seeing more and more inclusion efforts to ensure neurodivergent learners have a rewarding experience in higher ed, there is growing evidence-based guidance and resources to ensure that neurodivergent students, staff, and faculty excel on campus. To bring those practices to your experiences in higher ed and lead toward a neuroinclusive campus, check out the suggestions in the table below.

This is a table of suggestions for increasing neuroinclusion on campus. It includes recommendations like integrating disability accommodations and mental health services in one place; anticipate and acknowledge support people; explore and utilize accessible modalities of communication, apply principles of UDL (Universal Design for learning) to your course design and assignments, work assignments, and building layout when possible; and use less sarcasm.

Despite the advances we’ve seen in the last few decades in higher education to be more inclusive for all learners, staff, and faculty, there is still a tendency “to view disability through predominantly medicalized, legalistic, and definition-based lenses.” Students also tend to stigmatize behaviors associated with neurodivergence, increasing the social and academic barriers and isolation for neurodivergent learners, faculty, and staff. In 2024, however, institutions have an opportunity to raise awareness, increase representation, and act with urgency to create neuroinclusive campuses where everyone can thrive, and USC Upstate is all in. Talking together about diverse experiences, pooling resources, and identifying ways to reduce barriers to learning and meaningful social interactions are valuable efforts needed to create and sustain a sense of belonging and acceptance on campus. Enacting small adjustments, using evidence-based pedagogy, asking questions, and being kind can go a long way to creating a campus culture where everyone can realize their dreams, potential, and talents. But there’s still more to do.   

Want to learn more about Universal Design for Learning? Check out the CAIFS PD course in Blackboard Ultra, sign up for the next Engaged Pedagogy Institute, or look for UDL content in the New Faculty Orientation Course!