Making the transition from high school to college can be challenging for many students, but for neurodiverse students in particular — who face cognitive, learning and physical disabilities — the adjustment can be even more complicated.
According to experts, existing stigmas often deter students from seeking additional resources or classroom accommodations.
“The problem with neurodiversity is not neurodiversity,” said Dr. James L. “Jim” Cherney, an associate professor in the Department of Communications Studies at the University of Nevada, Reno (UNR). “It is the structures and the systems that we built in our society that are essentially ableist, that don’t take into account things like different ways of thinking and different ways of relating.”
Looking to eliminate misconceptions around the neurodiverse population, seven faculty members at UNR implemented the Neurodiversity Alliance last semester.
The network of students, faculty and staff develops and shares resources to address the learning needs of neurodiverse individuals on campus. To obtain a more comprehensive understanding of those needs, the alliance plans to conduct a university-wide survey.
In his public speaking courses, for example, Cherney allows students to use a small number of notecards to teach extemporaneous speech — though this technique is not beneficial to every individual. One student, who was on the autistic spectrum, asked to use drawings and photographs rather than written words.
“There are a lot of people who would be very effective, learn a lot and be very active in the classroom if we provide them with the kinds of accommodations that they need in order to participate in ways that are appropriate for them,” said Cherney.
