Authors: Natalya Misener, John Wolfe
Mentors: John Wolfe
Insitution: Utah Tech University
In our effort to improve education and create a more inclusive learning environment, Natalya Misener and Professor John Wolfe from Utah Tech University are exploring the experiences of neurodivergent students in classrooms. Our goal is to better understand, support, and empower these students, challenging the way things are typically done. We believe it's important to understand that these conditions come in a variety of forms and affect both students and professors in the classrooms in ways that are not currently being discussed, especially as many minorities, especially women and people of color, go undiagnosed and unaccommodated for a variety of reasons. We believe that by educating professors and students alike on how classroom environments can be more supportive of neurodivergent students, we can benefit the entire classroom, including ‘typical’ students. To make this happen, we believe it's important to rethink how we organize our classes, assignments, and interactions, so that we don't have to rely too much on services like the Disability Resource Center (DRC). We have practical suggestions, like adjusting assignments and deadlines and creating a comfortable classroom environment. It's also crucial to be clear in our expectations and listen to what the students need. We ask some important questions, like whether students should consider their instructors' limitations and how students see disabled instructors in their journey to graduation as well. We call for a shift beyond just accommodating neurodivergent students. We want to encourage educators to think about how they can better support all students in their classrooms. It's urgent that we change how we approach neurodivergent students- in order to create a more inclusive, supportive, and successful environment for us all.