The educational context is primarily designed for neurotypical students - people who have an average or typical brain. As a result, neurodivergent people often run into accessibility issues. For inclusive education, it is important to consider everyone's support needs. Platform ECIO (Expertisecentrum Inclusief Onderwijs) together with students, developed an info sheet about accessibility. Based on that, we created 8 tips for accessibility to support the study enjoyment and success of neurodivergent students.
Tip 1: research neurodiversity and don’t make assumptions
Firstly, it can provide insights to know more about neurodiversity:
- Neurodiversity refers to all the diversity that exists between people as a group regarding their brain. Both average and different. Just as there is diversity in body shapes, ancestry, or gender, for example.
- Neurodivergence represents all the ways in which an individual brain is different from the average. For example: ADHD, autism, dyslexia, dyscalculia, depression, Tourette's, personality disorders and mental illnesses.
- Of all students in higher education: 10% have dyslexia, 10% have a mental illness, 9% have ADHD or concentration problems, and 1% is autistic.
- Neurotypical represents the norm, where the brain has developed averagely.
- In popular culture and elsewhere, there is often a one-sided, pathologizing and stereotypical view of neurodiversity. Therefore, use reliable and recent (scientific) sources.
If you yourself are neurotypical, it may be hard to imagine how different a neurodivergent person's experience might be. You yourself may not notice that your text is harder for dyslexic students to read because of the font, or that your instructions are too vague for an autistic student. By coming up with your own solutions based on your own experience and assumptions, you may be working against accessibility. For example, by assuming that the autistic student will ask a question if the instructions are too vague, while that can be a barrier in autism.
Tip 2: learn from your (neurodivergent) students and colleagues
To complement the previous tip, it is important not to generalize based on your knowledge. One of the most essential sources of insight into neurodivergence is the people around you. Neurodivergent students and colleagues can offer you valuable perspectives on how they learn and work best. Therefore, listen to their experiences and needs. If, for example, you notice that a student cannot focus or becomes overstimulated by the classroom environment, talk to them after class if they are open to it. That way, you might find out that one student with ADHD, for example, needs movement while learning, and another student with autism needs less eye contact and muted lights.
Tip 3: be clear and open in communication
Provide clear and structured instructions for your course and lessons. Neurodivergent students often have difficulty processing large amounts of information. Avoid speaking “between the lines” and give explicit, concrete instructions.
So, for example, avoid: “It might be a good idea to work on your paper by next week.”
But rather: “I expect you to turn in your paper next week.”
In addition, make sure you keep open communication with your students. For example, hold regular check-ins to see how students are feeling and how they are experiencing the learning process.
Tip 4: use visual aids
Processing information often becomes easier for neurodivergent people (as well as everyone else) when supported with visual aids. Therefore, always integrate visual elements such as diagrams, infographics, and mind maps to clarify complex concepts. Also, make sure your Canvas pages are accessible to these students. An easy way to do this is to choose a different font, as the default font in Canvas is not so suitable for accessibility. For example, select the fonts Arial, Verdana or Helvetica (read more in the article: Make your Canvas course as readable as possible). To make it easier to read, pick the right colours and contrasts for students with colour-blindness.
Tip 5: offer a variety of interaction modes
Students have different preferences and needs in how they like to participate in classes. Some feel comfortable speaking in groups, while others prefer to respond in writing. It is essential to create space for various forms of participation, such as discussions, chat forums, peer reviews, or individual reflections. This allows each (neurodivergent) student to participate in a way that suits them. This promotes not only engagement, but also an inclusive atmosphere where everyone is heard and can contribute to the learning process. Group work can be extra stressful for neurodivergent students, therefore it’s best to offer multiple possibilities.
Tip 6: provide possibilities for flexible or online education
VU Amsterdam aims to encourage students to come to the campus as much as possible for their education. This strengthens the connection with the institution and each other, promoting student well-being. However, some neurodivergent students may become overstimulated by bright lights, loud sounds, and groups of fellow students in the educational environment – some even on the journey there. Therefore, be open to the requests of neurodivergent students and accommodate them by, for example, making lecture recordings available specifically to them. This allows them to focus on the content without being distracted or overwhelmed by environmental stimuli, or, for example, allows them to move as needed while learning.
Tip 7: consider diversity in your assessment
Consider different assessment methods so that students can demonstrate what they have learned in a way that suits them. Consider essays, presentations, hands-on projects, or portfolios. This not only promotes inclusiveness, but also appreciation and visibility of the multifaceted talents and skills within your group. Be open to requests from students. It may seem like you are giving preferential treatment to some students, but keep in mind that they do not have an equal starting position in the playing field, because of their barriers. With your help, you are levelling the playing field. In all cases, make sure you can justify exactly what and why you are doing this.
Want to know more? Read this article on the difference between equity and equality by the University of Washington.
Tip 8: pay attention to discrimination and invalidation
It may sound obvious to be vigilant against discrimination, but it can sometimes be less obvious in innocuous-seeming remarks, such as: “everyone is a little autistic.” It is crucial to actively watch for situations where neurodivergent students, or any student, may be discriminated against or have their experiences denied or invalidated. This includes avoiding negative stereotypes, reducing prejudice, and standing up for equal opportunity. An inclusive and respectful environment not only promotes students' well-being, but also encourages their participation in education and achievement.
Bonus tip: Did you know that VU Amsterdam has a Profiling Fund? This is a fund for students who experience study delays due to special circumstances. This can include neurodiversity as described in this article, but also students with conditions such as chronic illness, caregiving responsibilities, or pregnancy can apply for assistance from this fund. The fund is still relatively unknown among students, so be sure to inform them about it.