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Neuroinclusive instruction uses principles of Universal Design for Learning to provide more flexibility in the cognitive methods we require of learners when they are learning and demonstrating what they have learned. This is especially important to help learners succeed when their neurotypes diverge from what is considered typical in a classroom or field of study.
See Neuroinclusive Basics for a short introduction.
Neuroinclusive Instruction - Getting Started is a short (two page) introduction for instructors who want an overview of the issues and some essential first steps they can take to make their teaching more inclusive of neurodivergent students.
Evening the field for learners who learn and think differently
Evening the field for learners who learn and think differently
Students with cognitive differences and disabilities are numerous (est. 20% of students) and typically blend in with their neurotypical peers. These neurominorities (i.e., learners with ADHD, autism, anxiety, depression, dyslexia, OCD, mental illness, brain injuries, or other divergent cognitive processes) often need to take a different cognitive approach to learning and learning-related tasks. By taking these neurodivergent learners into account when designing courses, we remove significant barriers to student success.
Neurodivergence can include differences in one or more of the following:
Experience and perception of time
Assessing and implementing the steps necessary to meet a larger goal
Managing attention and focus
Sensitivity to emotional and social cues
Capacity for holding information in mind (cognitive load)
Predictability of functionality from day to day and experience to experience
Presenting interest and engagement while learning
Processing information presented in a certain mode or manner
Simple instructional changes will help. Employing a few simple strategies will remove barriers, even the field, and help neurodivergent students succeed. These same strategies can also improve the learning experience and reduce academic anxiety among all students. (See our Neuroinclusive Instruction handout for more details.)
Resources on Neuroinclusive Instruction
Resources on Neuroinclusive Instruction
Adam, T., & Warner-Griffin, C. (2022). Use of Supports among Students with Disabilities and Special Needs in College. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022071
Bunbury, S. (2020). Disability in higher education – do reasonable adjustments contribute to an inclusive curriculum? International Journal of Inclusive Education, 24(9), 964–979. https://doi.org/10.1080/13603116.2018.1503347
Dolmage, J. T. (2017). Academic Ableism. University of Michigan Press. https://www.press.umich.edu/9708722/academic_ableism (with open access & audio versions)
Moriña, A., Sandoval, M., & Carnerero, F. (2020). Higher education inclusivity: When the disability enriches the university. Higher Education Research & Development, 39(6), 1202–1216. https://doi.org/10.1080/07294360.2020.1712676
Syharat, C. M., Hain, A., Zaghi, A. E., Gabriel, R., & Berdanier, C. G. P. (2023). Experiences of neurodivergent students in graduate STEM programs. Frontiers in Psychology, 14. https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1149068
If you have any additional questions, perspectives, or resources to add, send them to digitallearning@umass.edu.
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