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Resources for Faculty and Staff

The following resources are to aid faculty and staff members of higher education in better understanding how neurodiverse students may function as well as offer suggestions or ideas on how to make their classrooms and interactions more accessible and equitable for neurodivergence.

Supporting Neurodiverse College Student Success by Elizabeth M. H. Coghill; Jeffrey G. Coghill
ISBN: 9781538137369

Publication Date: 2020-11-28

The basic premise of neurodiversity is that there is no "normal" baseline for brain processes, but that all individual brains vary and therefore are diverse. As neurodiverse students enroll in post-secondary education, the environments within which these students learn, can either support or impede their ability to succeed. Simply put, a neurodiverse campus population means that educators recognize that all students process and learn differently and must adapt our approaches and services in order to reach and support all students enrolled on our campuses. Neurodiverse students are a growing population on today's college campus. Their growing presence prompts new approaches to support their success and change traditional student services and collegiate experiences.
Neurodiversity by Lawrence K. Fung (Editor)
ISBN: 9781615373024

Publication Date: 2021-05-24

Neurodiversity: From Phenomenology to Neurobiology and Enhancing Technologies is an introduction to the strengths-based model of neurodiversity (SBMN), designed to integrate and build on existing theories of positive psychology, positive psychiatry, multiple intelligences, and developmental psychology and to apply them to devise strengths-based assessments and interventions for neurodiverse individuals. This book, edited by one of the foremost experts on neurodiversity and drawing on the knowledge of a stellar group of contributors, explores social models of disability as the starting point for strengths-based approaches to neurodiversity, translating them into approaches to support, educate, and enable people with neurodifferences to function successfully in educational and work environments.
Helping Students on the Autism Spectrum Get the Best Out of College by Kate Ripley; Rebecca Murphy
ISBN: 9781787753419

Publication Date: 2020-03-19

This is the companion guide for further education staff working with students on the autism spectrum who are using Getting the Best Out of College for Students on the Autism Spectrum: A Workbook for Entering Further Education. The workbook takes a holistic approach and focusses on the practicalities of college life for autistic students transitioning to further education, as well as those already there. It covers everything needed to support autistic students including getting to college, how to handle new sensory issues, peer relationships, where to go for help, time management, and exam anxiety. This guide follows the structure of the workbook Getting the Best Out of College for Students on the Autism Spectrum. For each chapter, there is a parallel chapter in the student guide that directly addresses the students' needs. This guide includes case studies, contextual information and frameworks to help adults work through the exercises and interactive elements with the student.
Teaching University Students with Autism Spectrum Disorder by Kim Draisma; Kimberley McMahon-Coleman
ISBN: 9780857007988

Publication Date: 2016-06-21

Based on the findings of a five year longitudinal study into the experiences of students with Autism Spectrum Disorder (ASD), this book provides tertiary educators and support staff with practical support for addressing the challenges associated with ASD as they manifest in college and university environments. It explores issues such as:
· Interpreting assignment tasks
· Unwritten expectations and codes of conduct
· Rigidity of thinking
· Project planning
· Self-monitoring
· Multi-tasking and central coherence

The authors suggest practical strategies for better accommodating students with ASD in the inclusive classroom. Chapters include case studies of individual students, which provide real world examples of possible issues and successful interventions, making this an essential resource for all those involved in supporting students with ASD in tertiary education settings.
From Disability to Diversity by Lynne C. Shea; Linda Hecker; Adam R. Lalor
ISBN: 9781942072294

Publication Date: 2019-02-26

Colleges and universities are seeing increasing numbers of students with a range of disabilities enrolling in postsecondary education. Many of these disabilities are invisible and, despite their potential for negative impact on students' academic and social adjustment, some students will choose not to identify as having a disability or request support. Approaching disability from the perspective of difference, the authors of this new volume offer guidance on creating more inclusive learning environments on campus so that all students--whether or not they have a recognized disability--have the opportunity to succeed. Strategies for supporting students with specific learning disabilities, attention-deficit/hyperactivity disorder, autism spectrum disorder or who display learning and behavioral characteristics associated with these profiles are described. A valuable resource for instructors, advisors, academic support personnel, and others who work directly with college students.

The linked chapters below from Shea's From Disability to Diversity, offers ways for educators to support neurodiverse students within their classrooms as well as offers recommendations and tips to better support neurodiverse students in their education.

Chapter 4: Supporting Students with LD in the Classroom
This chapter from "From Disability to Diversity" focuses on ways to support students who have learning disabilities within the classroom. Shea offers ways to support students who have dyslexia, dyscalculia, ADHD or need extra executive functioning support, or identify as autistic. The text offers suggestions on how to make a classroom more executive functioning friendly as well as supports Universal Design for Learning.
Chapter 6: Recommendations for Better Serving Students with LD
This chapter from "From Disability to Diversity" explores ways to make classrooms and educational facilities more supportive of neurodiverse learners. It offers recommendations to offer specific programs for students, development and training for faculty/staff, Universal Design, coaching, and initiatives to support self-advocacy of students.

Please check out Kutztown University's Disability Services Office (DSO) website as they have an entire webpage dedicated to supporting faculty and staff (linked below) with understanding neurodiverse students. They offer tips for communicating with neurodiverse students and suggestions to create a classroom that is welcoming and universally designed to support students.

Disability Services Office (DSO): Faculty and Staff
Faculty and staff play a crucial role in providing access and opportunity for individuals with disabilities. Working together, the DSO can assist you in creating a welcoming and respectful learning environment that promotes equity and fairness to all. Please feel free to contact us with questions or concerns.

Other pages from DSO's website that are helpful to check out include:

Resources for Librarians

The database Library, Information Science & Technology Abstracts with Full Text (LISTA), is extremely beneficial for librarians to find resources to stay updated on changes and trends in the field. It also offers articles that can assist them in supporting their organization's community.

The following are articles found on LISTA are great resources for librarians to better understand how they can support neurodiverse students.

Academic Libraries and Autism Spectrum Disorder: What Do We Know?
This paper examines the rising rates of autism spectrum disorder (ASD) in children in the United States (1 in 59), and explores the role academic libraries can play in helping college students with ASD. A literature review of how different types of libraries (school, public, academic) support students with ASD indicates research in this area in general is lacking. Findings point to lack of adequate training and awareness for librarians and staff, resources, services and spaces are universal challenges. Several initiatives that academic libraries and librarians may consider in helping students with ASD are identified and described.
We adapt as needed: Autism services at liberal arts college libraries
Over the past two decades, researchers have analyzed the role of disability in liberal arts colleges (LACs). While students find LAC faculty and disability service professionals to be a positive influence in their educational experience, these institutions face some challenges in ensuring the best possible education for students with disabilities and, in particular, autism. Building on previous research on autism in academic libraries and the LACs library context, this study analyzes the results of a survey sent to LAC library leaders across the United States. Findings suggest that LAC libraries are well-positioned to serve autistic college students, given their small student populations and ability to provide personalized service. However, librarians and staff would benefit from more training and a more systematized approach to best meet these students’' needs.

The article, Different, Not Deficient: Supporting University and College Students with ADHD in Academic Libraries, comes from The Library Quarterly, and focuses on supporting college students with ADHD within academic libraries.

You can use the linked text above to request it via Interlibrary Loan to read. Below you will find a description of the article.

Article Description: Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition characterized by persistent patterns of inattention or hyperactivity and impulsivity that may interfere with daily life. College and university students with ADHD may struggle with aspects of academic library use and research, and ADHD may be underdiagnosed and undertreated in marginalized populations. Academic library support for students with ADHD has been understudied, but more research is emerging on how students with ADHD struggle and adapt to university life. This article will review literature about college students with ADHD and identify themes in the existing research that can inform academic library practices. Recommendations for how academic libraries can support students with ADHD as well as areas for future research will be identified.

Not sure how Interlibrary Loan works? Check out their research guide!

The article linked below comes from Pennsylvania Libraries: Research and Practice. The article offers information and suggestions on ways that academic libraries can change their space to be more accommodating and welcoming to neurodiverse students.

Welcoming Autistic Students to Academic Libraries through Innovative Space Utilization
If the library can serve as a safe and welcoming place for these students, it will help contribute to their ultimate college success." (Anderson, 2018). Certain characteristics of autism spectrum disorder can make it challenging for autistic college students to make use of academic libraries. High levels of sensory stimulation and the need to understand and comply with neurotypical social norms can make library spaces feel unwelcoming and difficult to use. West Chester University Libraries decided to develop a dedicated space for our growing cohort of autistic students to study. This article will discuss the reasons why autistic students may find academic libraries challenging as well as the considerations and process of developing a separate space for autistic students within a library.