Creating Inclusive Campuses: Neuroinclusive Policies and Practices in Post-Secondary Education
In this research, we report on the findings of the first national survey of neurodivergent post-secondary students and recent graduates as well as in-depth interviews with neurodivergent students and graduates, and staff and leaders working in accessibility services.
How do neurodivergent students experience post-secondary education? How can colleges, polytechnics, and universities reduce the barriers that neurodivergent students face? How can faculty and staff better address the needs of neurodivergent students and improve their academic success and wellbeing?
Read the impact paper to get our full analysis.
Cette publication est disponible en français.
Key Findings
Recommendations
Advancing neuroinclusivity in higher education
Reconsidering institutional policy
Redefining who belongs in PSE
Addressing stigma and measuring outcomes
Ongoing barriers to participation for neurodivergent students
Enhancing institutional knowledge and practice
Impactful supports for neurodivergent students
Appendix A: Methodology
Appendix B: Bibliography
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