Promote the concept of neurodiversity as a form of human variation like ethnicity, race, gender, or sexual orientation.
Column one lists considerations for neurodiversity, the second columns list strategies to employ for each consideration.
| Considerations |
Strategy |
| Variety and individualization |
- Individualize: Link to a student's interest, if possible.
- Provide multiple ways for students to engage· with content (lecture, reading, video, online workshop).
- Use a variety of assessments to maximize opportunities for success.
|
| Social groups |
- Compose work groups intentionally and keep groups together for a stretch of the semester, assigning roles to members.
- Use role plays so students experience a variety of perspectives.
- Provide alternatives for class participation on occasion.
- If your course emphasizes discussion and group work, consider incorporating individual pursuits as a counterbalance.
|
| Critical thinking |
- Teach critical thinking terminology.
- Break down critical thinking tasks into manageable chunks, repeating templates whenever possible.
- Balance abstract and concrete material whenever possible.
- Be upfront about the ambiguity of certain material, and give direct, explicit explanations of subtleties whenever possible.
- Use multi-modal means to demonstrate abstract concepts.
- Ask students to write from different points of view; consider using a symbol for each point of view.
|
| Structure |
- Give explicit, written instructions.
- Adhere to classroom routines and rituals.
- Provide structure via course materials: Detailed syllabi, weekly schedules, grading rubrics, and assignment handouts help students stay on track.
- Clearly label course materials online.
- Be explicit about behavioral expectations for participating in class, working in groups, and instructor contact.
|
| Stress & anxiety |
- Notice the signs of building stress; suggest strategies, and privately encourage student to identify triggers.
- Adjust the sensory environment of your classroom to be more autism-friendly, e.g., install full-spectrum lighting & carpeting and turn off the LCD projector.
- Encourage self-monitoring through planning, goal-setting, and reflection activities.
|
Gobbo, Shmulsky, & Bower (2018). Strategies for teaching STEM subjects to college students with ASD. Journal of College Science Teaching, 47(6), 12-17.
Gobbo & Shmulsky (2013). Faculty experience with college students with autism spectrum disorders: A qualitative study of challenges and solutions. Focus on Autism and other Dev. Disabilities.
Shmulsky, s., Gobbo, K., Donahu_e, A., & Banerjee, M. (2017).- College students who have ASD: Factors related to first year performance. Journal of Postsecondary Education and Disability.
