NNL Knowledge Base
Neuroscience for Neurodiverse Learners has compiled and created promising practices, questions and answers (Q&As), and case studies relevant to increasing the participation of neurodivergent learners in higher education--particularly science, technology, engineering, and mathematics. These topics include how to universally design a class, what accommodations are common among neurodivergent students, and resources for students to use, among many others.
To see the list of other resources created specifically from this project, visit Resources from NNL.
Are there employment resources specifically designed to serve neurodivergent job seekers?
There are various resources for helping neurodivergent job seekers find jobs and careers. For example, the Neurodiversity Career Connector includes [...]
The Neurodiversity Initiative: A Promising Practice for Promoting Disability Awareness in Higher Education
The Neurodiversity Initiative at the College of William and Mary seeks to educate the campus about the positive aspects of [...]
What are language preferences regarding autism?
There is ongoing debate surrounding the best language to use when referring to individuals on the autism spectrum. Some prefer [...]
What do I need to know about neurodiverse learners and pedagogy?
Neurodiversity is still a fairly new and developing area of research. The concept of neurodiversity was initiated in the autism [...]
What do “neurodiverse” and “neurodivergent” mean?
Terms such as neurodiverse and neurodivergent were introduced in the 1990s by autistic sociologist Judy Singer as an alternative to [...]
What is Culturally Relevant Pedagogy for Neurodiversity?
Pedagogy in the US has traditionally been based on middle class, European cultural frames of reference. Culturally Relevant Pedagogy (CRP), [...]
What is neuroethics and how does it relate to people with disabilities?
According to the National Institute of Health (NIH) Brain Initiative website, neuroethics is a field that studies the ethical, legal, [...]