Simplifying education access for people who think differently | Gloria Sherrod | TEDxLewisUniversity

TL;DR

Neurodivergent students face barriers in accessing accommodations and support in academia, including stigma and lack of acceptance. Creating an inclusive environment and reexamining curriculum and policies can promote their success.

Transcript

[Applause] I can vividly remember the first time I felt successful in college it was in an unlikely place at least for me a Communications course where the entire objective was to give speeches I was terrified I remember the professor asking if anyone was particularly nervous about giving a speech so I slit my hand up and she came over to me and ta... Read More

Key Insights

• 😀 Neurodivergent students often face underappreciation of their strengths and highlighting of their weaknesses in academia.
• 🖤 Disclosure of disabilities is hindered by barriers such as stigma, proving disabilities, and lack of acceptance.
• 🧑‍🎓 Creating an inclusive environment that embraces individual learning styles and strengths is crucial for the success of neurodivergent students.
• 🧑‍🎓 Reviewing curriculum, policies, and procedures can identify areas where accommodations and adjustments can be made to support neurodivergent students.
• 🪡 Different neurodivergent conditions have unique strengths and weaknesses, and flexibility in teaching methods can cater to these diverse needs.
• 🧑‍🎓 Collaboration between faculty, students, staff, and professionals can foster an environment that values and supports neurodivergent students.
• 🧑‍🎓 Shifting focus from conformity to embracing individual strengths can promote the success of all students in academia.

Questions & Answers

Q: What are some barriers faced by neurodivergent students in academia?

Neurodivergent students face barriers such as stigma, difficulty in proving their disabilities, and lack of acceptance from their peers and educators. These barriers discourage them from disclosing their disabilities and seeking the necessary accommodations.

Q: How can an inclusive environment be created for neurodivergent students?

An inclusive environment can be created by allowing students to share how they learn best without fear of stigma or judgment. Flexibility in teaching methods and curriculum can also accommodate different learning styles and strengths, promoting success for all students.

Q: What are some examples of how neurodivergent students' strengths can be leveraged in academia?

Neurodivergent students have unique strengths that can contribute to the academic environment. For example, individuals with dyslexia often excel in problem-solving and making connections across different subjects. ADHD individuals can thrive under pressure and be deadline-oriented.

Q: How can curriculum and policies be reviewed to support neurodivergent students?

Creating a task force of faculty, students, staff, and professionals can help review curriculum, policies, and procedures to identify areas where neurodivergent students may be disadvantaged. This can lead to accommodations and adjustments that allow them to play to their strengths.

Summary & Key Takeaways

• Neurodivergent students often face barriers in academia, including underappreciation of their strengths and highlighting of weaknesses.

• Many students with ADHD, autism, and learning disabilities do not disclose their disabilities to their universities due to various barriers such as stigma, proving their disability, and lack of acceptance.

• Creating an inclusive environment, reviewing curriculum and policies, and embracing individual strengths can help neurodivergent students thrive in the academic environment.