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.
Due to an increase in identified neurodiverse learners in society, there is a need for universities to increase support for current and future learners with varying processing needs (Evans et al., 2023). According to Hamilton & Petty (2023), achieving a sense of belonging within higher education may be a challenge for neurodiverse individuals. Many individuals hesitate to disclose their neurodivergent identity due to fear of marginalization (Hamilton & Petty, 2023). Additionally, occupational therapy practitioners (OTPs) have an opportunity to advocate for the needs of neurodiverse learners. School-based therapists can help K–12 learners use self-advocacy skills by ensuring an understanding of their processing needs and helping learners advocate for changes in the classroom to better support them (Kornblau & Robertson, 2021). Advocacy in higher education means creating community between individuals experiencing a mismatch between their learning styles and their classroom requirements. In my experiences, I found that support groups are an effective way to feel connected. In safe spaces, learners in higher education challenge peers’ ideas that their extra needs make them less valuable than others. Advocacy includes equipping educators with knowledge about the learning and interaction needs of neurodiverse learners. Additionally, cultural competence encourages both seasoned faculty and pre-professionals to adopt inclusive changes that better support diverse learners. Collaboration with disability services in higher education can also help students identify available supports and promote the use of accommodations as part of their daily routine on campus.
From both a personal and professional perspective, I have come to realize there is an opportunity for OTPs to expand their influence in higher education for the neurodiverse population. OTPs can help identify environmental and social barriers, advocate for inclusive policies, and implement interventions that promote participation and wellness (Kornblau & Robertson, 2021). Creating environments where neurodiverse learners can access needed support without judgment is necessary to enhance occupational success. Overall, OTPs collaborating with faculty, disability services offices, and other student services on campus can help create a community where neurodiverse learners can thrive in higher education.
References
Evans, D., Granson, M., Langford, D., & Hirsch, S. (2023). Autism spectrum disorder: Reconceptualising support for neurodiverse students in higher education. Journal of Higher Education Policy and Management, 45, 243–257. https://doi.org/10.1080/1360080x.2023.2180168
Hamilton, L. G., & Petty, S. (2023). Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Frontiers in Psychology, 14, Article 1093290. https://doi.org/10.3389/fpsyg.2023.1093290
Kornblau, B. L., & Robertson, S. M. (2021). Special issue on occupational therapy with neurodivergent people. American Journal of Occupational Therapy, 75, 7503170010. https://doi.org/10.5014/ajot.2021.753001
Zoey Zameito, OTD, is a recent graduate of Monmouth University’s Occupational Therapy Doctorate program. As a neurodivergent learner, her experiences throughout her OTD program deepened her understanding of systemic barriers in higher education. She is passionate about promoting access, participation, and wellness for neurodivergent learners, especially within the higher educational context.
About Perspectives That Matter in OT
This monthly column is managed and curated by AOTA's DEIJAB committee. It provides a platform for occupational therapy clinicians, educators, and students to share personal insights, professional experiences, and reflections related to diversity, equity, inclusion, justice, accessibility, and belonging (DEIJAB) within the profession. Please send submissions to dei@aota.org.