Strategies to Support a Neurodiverse Campus

Everyone can benefit from a campus that is designed to account for those who are neurodiverse. A neurodiverse campus is inclusive of individuals who identify as neurodivergent, a term that includes those with autism, attention deficit hyperactivity disorder (ADHD) and more. 

 A study by Statistics Canada reports that only 48% of neurodivergent youth enrolled in postsecondary compared to neurotypical youth. 

The University of Calgary developed a webinar that identifies 6 Principles to Inform Inclusive Campuses for Autistic and Neurodivergent People. The principles and some of the recommended strategies are summarized below. 

 1. Communication: Fostering understanding through diverse styles 

  • Speak clearly and give time: Be literal, clear and concise in your communication. 

2. Environment: Creating spaces that embrace neurodiversity 

  • Be flexible in various arrangements: Offer a variety of flexible work arrangements, such as start/end times, the number and timing of breaks, and the option to work from home. Consider providing online options for social interactions and meetings. 

3. Structure: Balancing clarity and adaptability 

  • Create predictability: Establish familiarity with expectations and daily activities, such as start and completion times, due dates, and expectations. 

4. Flexibility: Adapting to foster inclusivity 

  • Allow various evaluation methods: Offer flexibility in evaluation methods, allowing for alternative assessments or accommodations that better align with the individual's abilities.  

5. Connection: Building bridges through openness and understanding 

  • Develop awareness: Neurodivergent individuals may not use eye contact in the ways non-neurodivergent individuals do. Do not judge the situation negatively; rather, accept the varied social style and continue with your interaction. 

6. Emotion: Navigating the spectrum of feelings 

  • Confirm and clarify: Engage in open communication by confirming perceptions of others' emotions and avoid making assumptions. Seek to understand why they are feeling that way and encourage individuals to clarify or explain their emotional responses. 

The complete article and webinar can be found at https://www.ucalgary.ca/news/6-principles-inform-supportive-and-neurodiverse-campus  

Visit our ALS Information for Faculty website to learn more about accommodating students with disabilities. 

Please email us at accessible-learning@humber.ca with suggestions for key accessibility-related topics that you would like us to address through the Communiqué.