Inclusive campus supports for neurodiverse learners in higher education

As a neurodivergent individual, I had to learn how to advocate for myself to access accommodations for my academic success. I received accommodations in elementary, middle, and high school based on my parents’ and teachers’ advocacy for my learning needs. Throughout K–12, I used my accommodations less as I got older, believing I had “grown out of them.” When I began college as an undergraduate, I did not disclose my diagnosis due to the overwhelming process and potential judgment from peers, which discouraged me from seeking necessary accommodations. When I began my doctorate program in occupational therapy, the expectations and demands grew, and I quickly realized I needed to receive accommodations to get the most out of my education. During my 3 years of graduate school, I deepened my understanding of neurodiversity, and the systemic barriers neurodiverse learners may face in higher education, including ableism and the social pressure to mask identity. I started to view my accommodations as support needs based on learning systems that are not designed for me, rather than viewing them as personal learning weaknesses. These experiences inspired me to focus my capstone on neurodiversity advocacy in higher education.