Proceedings from Neurodiverse Students in STEM: A Capacity Building Institute for Postsecondary Faculty and Staff (April 2023)

Neuroscience for Neurodiverse Learners (NNL) is an NSF-funded Innovative Technology Experiences for Students and Teachers (ITEST) project led by the University of Washington’s Disabilities, Opportunities, Internetworking, and Technology (DO-IT) Center and Center for Neurotechnology (CNT). NNL provides hands-on experiences in neuroscience disciplines, networking opportunities, and resources to high school and early postsecondary students identified as “neurodiverse” learners—those with academic challenges related to conditions such as dyspraxia, dyslexia, attention deficit hyperactivity disorder, dyscalculia, autism spectrum disorder, and Tourette syndrome—and disseminates findings to teachers of courses that are related to neuroscience and, more broadly, science, technology, engineering, and mathematics (STEM). The goal of NNL is to enhance student interest in and skills to successfully pursue STEM fields, as well as empower educators to serve these students more effectively.

DO-IT has decades of experience in developing hands-on programs for youth with disabilities and designing welcoming, accessible, and usable courses, research, websites, videos, and electronic documents, while the CNT boasts world-class research and a highly-rated, innovative neuroscience education program. Grounded in theory and research, the project takes a student-centered approach that embraces cutting-edge neuroscience, the social model of disability, social justice education, disability as a diversity issue, universal design, and a multi-faceted view of student engagement and retention.

Wednesday, April 20, 2022

9:00 - 9:10 AM
Welcome and Introductions 
Sheryl Burgstahler, Rajesh Rao, Scott Bellman, and Eric Trekell, University of Washington

9:10 - 10:00 AM
Pedagogical Approaches for Neurodivergent Learners in STEM
Sara Sanders Gardner and Marisa Hackett, Bellevue College

10:00 - 10:15 AM    
Breakout Room Discussions

10:20 - 11:05 AM
Real Stories from Neurodiverse Students on How STEM Faculty Can Support Success
Ronda Jensen, Northern Arizona University

11:05 - 11:20 AM
Breakout Room Discussions

11:25 AM - 12:10 PM
Student Panel

12:10 - 12:30 PM
Large group Discussion and Close

Friday, April 22, 2022

9:00 -  9:10 AM
Welcome and Introductions
Sheryl Burgstahler, Rajesh Rao, Scott Bellman, and Eric Trekell, University of Washington

9:10 - 10:40 AM
Effective Communication Strategies and Classroom Management for Neurodiverse Learners
Kathryn Holley, The Autism Center, University of Washington

10:50 - 11:05 AM
Breakout room discussions

11:05 - 11:45 AM
Panel: Chat with Disability Services
Panelists Hope Stout, Pierce College; Bryan Fauth, Cascadia College; and Craig Kerr, Edmonds College

11:50 - 12:15 PM
Best Practices from an Online STEM Summer Camp Serving Neurodiverse Students
Tami Tidwell, Eric Chudler, and Scott Bellman, University of Washington

12:15 - 12:30 PM       
Large Group Discussion and Close

What is meant by Neurodiversity and what do Neurodiverse students want?

Ronda Jenson, Northern Arizona University and Scott Bellman, NNL Project Director

Video Link (Length: 1:03:05)

As shared by Scott Bellman, DO-IT’s Neuroscience for Neurodiverse Learners (NNL) project provides hands-on experiences in neuroscience disciplines, networking opportunities, and resources to high school and early post secondary students. The project also provides resources for educators and stakeholders such as a website and online knowledge base, workshops, video productions, and publications.

Neurodiverse learners we work with in the NNL project face academic challenges related to specific learning disabilities (e.g., dyspraxia, dyslexia, dyscalculia), attention deficit disorders (ADD, ADHD), autism spectrum disorder (ASD), Tourette syndrome, and other conditions impacting cognitive processing.

Within the NNL project, high school and early postsecondary students learn about and engage in scientific communication, social skills and teamwork, college preparation, leadership building, self-advocacy, neuroscience and neural engineering, and ethics related to emerging technologies.

NNL uses principles of universal design (UD) by proactively designing materials and activities that are accessible and inclusive for individuals with a broad range of characteristics, including disabilities. Below are examples of how we implement these principles:

• Offerings are available both on-site and online.
• All activities provide dedicated spaces for reflection and quiet.
• Materials are provided in a variety of formats, and captions are provided for videos and video conferencing activities.
• Students are offered multiple ways to engage in learning.
• Project staff prepare “social narratives” to describe what students can expect before an activity occurs, or before coming to campus. For example, prior to NNL's annual summer camp, students are sent images of the campus, buildings, and classrooms where they will be conducting work. The images are supplemented with descriptions of each space.

The project offers hands-on learning and student-guided learning. For example, during summer camp activities, students are asked about topics they would like to explore, and then the topics are added to the camp curriculum. Such student-driven topics have included the effect of meditation on the brain, the impact of music on the brain, and neuroscience in movies. 

The project promotes near-peer leaders, defined as neurodiverse STEM students who are slightly older than our main project participants. Near-peer leaders are very effective at helping students navigate the learning content, participate in discussions, and engage in activities.

Another project that focuses on neurodiverse students is the Discover Your Unique Advantage in STEM (DYNA STEM) project. DYNA STEM has gathered information to elevate the voices of 21 neurodiverse undergraduate students in STEM across three states: Arizona, Missouri, and Ohio. The project encourages developing an understanding of universal design, adult learning principles, trauma-informed approaches, and embracing intersectionality. It offers the following suggestions for STEM educators:

• Acknowledge undergraduate students as adult learners who bring diverse learning histories to the classroom.
• Acknowledge that learning histories may be positive, negative, or indifferent.
• Acknowledge the intersectionality of cultural backgrounds, identities, and personal histories.
• Acknowledge differences in the ways undergraduate students perceive, approach, and interact with new information and skills.

The students who engaged with DYNA STEM shared what they want in education settings:

1. Specific, clear instructions
2. Flexibility for self-guided learning
3. Balance of peer learning, hands-on, and direct instructions (aka-not just lecture or not just group project)
4. Choice: Options to choose and not choose activities or steps
5. Visuals and graphics, not just text-based
6. Opportunities to be creative
7. Clear, logical applications to real-world STEM work
8. Sensory stimuli focused on specific tasks
9. Physical space options for standing and sitting, with options for orientation in the space
10. Clear social expectations

Through interactions with neurodiverse students, educators are encouraged to explore the following questions:

• What does intersectionality mean to undergraduate neurodiverse students?
• In what ways do we acknowledge neurodiverse undergraduate students as adult learners?
• What can we do to show respect for the trauma-histories neurodiverse undergraduate students may have?

How Can Universal Design Impact Neurodiverse Learners?

Sheryl Burgstahler, NNL PI 

Video Link (Length: 1:00:52)

An inclusive environment embraces all potential participants who meet requirements with or without accommodations and makes sure everyone feels respected and engaged. Ability exists on a continuum, where all individuals are more or less able to see, hear, walk, read printed material, communicate verbally, tune out distractions, learn, or manage their health. This is also true of abilities related to neurodivergence, such as learning differences and differences in cognitive processing–such differences exist on a continuum.

Most disabilities of neurodiverse learners have invisible disabilities—meaning they aren't obvious to most people—and many students don’t report their disabilities to postsecondary disability service offices. Regardless, we want to ensure that students have access to the classes and labs we teach, as well as the learning resources we share. 

Students’ identities are also multi-faceted, which means we must take an intersectional approach that acknowledges that some students are from more than one underrepresented group. Students who are neurodiverse may also identify as black or African American, a woman, or other minority identities. It is important to listen to students and to be sensitive to their identities and ways they have been discriminated against.

How society views disability has changed throughout the years. People with disabilities historically have been eliminated or excluded from society, segregated from the general population, aimed to be cured, rehabilitated, accommodated, and finally, accepted and included as they are. The modern approach has its roots in social justice and aims to allow all people to feel included, including those with disabilities.

There are two approaches for making college and university campuses accessible: accommodations and universal design (UD). Accommodations are reactive and address the inaccessible features of a product or environment to make it more accessible to a particular individual (e.g., captioning a video when a student with a hearing impairment requests it). Universal design is a proactive approach for creating a product or environment accessible to the most diverse group possible (e.g., captioning all videos by default). A building with stairs at the entrance and a separate ramp for people with wheelchairs is technically accessible, while a building with a single entrance that everyone can use is universally designed.

Universal design doesn’t just help people with disabilities—sloped entrances help people moving carts, and captions help those learning English or in noisy environments, as just a few examples. Universally designed technology should have built-in accessibility features and ensure compatibility with assistive technology.

UD is an attitude that values diversity, equity, and inclusion. It can be implemented incrementally, focuses on benefits to all students, promotes good teaching practice, does not lower academic standards, and minimizes the need for accommodations. UD can be applied to all aspects of learning, including class culture and climate, physical environments, delivery methods, products, and information resources, delivery of feedback, and assessments. 

To review an easy to use checklist, visit Equal Access: Universal Design of Instruction. For more tips, you can follow the 20 Tips for Teaching an Accessible Online Course.

Disability Representation in the Media

Kayla Brown, DO-IT Project Coordinator

Video Link (Length: 0:30:32)

Media representation is the way in which the media portrays particular groups, communities, and experiences. This includes the accuracy of portrayals, the diversity of perspectives, and whether those portrayals perpetuate negative stereotypes. It's not just about quantity—it's about quality. This session explored common tropes in the media about disability and examined examples of neurodivergent characters.

Examining the media is important because television and movies influence the way people think. If portrayals exhibit negative stereotypes, this will affect how we see groups of people as a whole. One unique aspect of many neurodiverse characters is that they are coded as having a disability. Coding characters means that they are written in a way to imply something about them, such as having a disability. A character may have the behavior of someone with autism, but it is not confirmed explicitly through dialogue or from the writers. 

If we can increase the number and quality of media representation of people with disabilities, we can begin to introduce the world to more accurate depictions of people with disabilities. We can start a real conversation about disabilities and establish points of reference for it. In this way, fictional characters in television and movies have the power to alter prevailing ideologies and attitudes in society.

Accessible Technology for Neurodiverse Learners

Gaby de Jongh, University of Washington

Video Link (Length: 0:52:09)

Accessible electronic and information technology can be used by people with a wide variety of abilities and disabilities and incorporate the principles of universal design. Assistive technology can maintain or improve functionality and provide numerous benefits to neurodiverse learners by addressing specific learning needs, supporting strengths, and promoting independence. Assistive technology helps remove barriers to learning by providing accessible alternatives to traditional methods. It can accommodate various learning styles, sensory sensitivities, and physical challenges, ensuring equal access to educational materials and opportunities.

Assistive technology should be selected based on individual needs and preferences, and it should be accompanied by appropriate guidance and support from professionals and educators to ensure effective training and implementation. There are many examples of assistive technology that may benefit neurodiverse learners:

• Social communication aids, such as social skill training apps, video modeling tools, or augmentative and alternative communication (AAC) devices
• Social engagement opportunities and classes or discussions on communication skills
• Text-to-speech software that reads text aloud, making it easier to comprehend and process information--text-to-speech software can adapt to the specific needs, preferences, and pace of neurodiverse learners, which allows for individualized instruction, customization of learning experiences, and easier engagement
• Visual schedules, reminders, task managers, and digital planners that help learners stay organized, manage time effectively, and improve executive functioning abilities
• Noise-canceling headphones, ambient sound generators, or apps that block distractions, enhance concentration, and create a more conducive learning environment
• Sensory-friendly interfaces, adjustable lighting, and/or noise reduction options create a more comfortable and inclusive learning environment

Interactive Panel with Postsecondary Support Services Professionals

Full Video Link (Length: 1:02:23)

Panelist Introductions and Opening Statements

• Katie Abrams & Genna Kieper, Director and Employment Services Coordinator, respectively, WSU Roar (Length: 00:07:05)
• Kim Thompson, Senior Director, Seattle University Disability Services
• Shannon Garcia, Program Manager of Accessible Text & Technology, University of Washington Disability Resources for Students
• Facilitator: Eric W. Trekell, Program Operations Specialist, University of Washington DO-IT Center 

The Transition Cliff

Shannon talked about the challenging transition students face coming to a big university. That segued into a comment by Eric that, in his prior experience as Director of the Center for Disability Services at Everett Community College, he spent about 40% of his time at accommodations planning meetings educating parents and students on the significant differences between accommodations, modifications, and services, including the very different accommodations processes between K-12 and higher education. Katie shared what WSU’s Responsibility, Opportunity, Advocacy, and Respect (ROAR) program refers to as the “Transition Cliff'' that students with disabilities face in leaving high school and going into any postsecondary setting.

Success vs. Access

Kim raised the topic of “success vs. access.” She encouraged further thinking about the idea of success vs. access and noted that she is not arguing for modification of course outcomes. She notes that rigid schedules of institutions and postsecondary educators seem designed for the convenience of faculty and staff, while the K-12 system has more transparency in teaching. The gap between secondary education and higher education seems to be getting wider, which reduces both access and potential for success. 

Activate Caring

Many individuals at the Institute care about disability for one reason or another. They may have a disability or have a child with a disability, or care about the topic for some unknown reason. But how about those faculty who are disconnected from the subject, other than receiving an accommodation notification from the campus disability services office?  How do you help “activate” caring in others? How do you make it urgent and important? Some solutions involve looking at disability through a social justice, equity, and diversity lens. 

Getting Others Onboard

Continuing the “activate caring” discussion, how do we reframe this message for the people in power, the people who can provide funding on our campuses? How are we meeting students from diverse backgrounds? 

Trauma-Informed Lens

Considering the pandemic, how are disability services professionals approaching this work from a trauma-informed lens? Are disability services professionals partnering with other Student Affairs offices such as Counseling Centers? 

Intersectionality

There’s evidence that non-white students with disabilities are the least likely students to seek services with the DS office. How do you address that issue? Solutions can include discussing “culturally relevant pedagogy,” seeing the student as a whole person. Recognize that many students may not find connections within disability services office staff. Such staff can create relationships with other groups on campus such as the Black Student Union, LGBTQIA+ centers, and Indigenous People centers. Be responsible for bringing students together. 

Washington State University’s (WSU) Responsibility, Opportunity, Advocacy, and Respect (ROAR) Program

More information specifically on the WSU ROAR program and how it operates on the WSU campus. WSU ROAR connections with the Access Center and other WSU student support centers. 

Documentation

This section of the panel included a conversation about medical documentation and inequities in the US healthcare system, the rise of the student self-report as documentation, and documentation as a gate-keeping mechanism.

Panel: A Conversation with Postsecondary Neurodiverse Students 

A panel of University of Washington students shared their experiences and answered questions about access and inclusion. The panel was facilitated by Eric W. Trekell, Program Operations Specialist at the University of Washington DO-IT Center.

Student Introductions and Experiences 

Students were asked to begin by introducing themselves, and then to spend eight to ten minutes sharing some of their experiences in academia. They were asked to reflect on barriers experienced because of their neurodivergence and to share thoughts on what post secondary staff members (e.g., faculty members, advisors, resident assistants) could do to reduce barriers and make those experiences better. 

Senior in Biophysics 

I am a senior in biophysics (he/him) who identifies as a Mexican man with ADHD. I was diagnosed at 14 or 15 and received pretty standard accommodations in high school. Going into my post‑secondary education, I didn't have many issues receiving additional accommodations, though I did sometimes feel isolated from the mainstream track for students. It was hard for me to create study groups with students if I struggled with a schedule or was tested differently; this then could make it harder to get the most out of my coursework.

I did find help from the Office of Minority Affairs and Diversity, which has an instructional center. I spent a lot of time there with a tutor, which helped me stay engaged. I did well enough that I became a tutor and that engaged me further and gave me motivation in my own free time to really look at the material deeply and come to class more prepared, which helped me adhere to a schedule. Tutoring helped me become more invested in the UW and really feel like I was a part of something.

Junior in Atmospheric Science and Chemistry

I am a junior in atmospheric science and chemistry (she/her), who identifies as African American, with dyslexia and autism spectrum disorder. I also love the Office of Minority Affairs and Diversity tutoring center! I would also like to highlight the fact that I am one person—I don’t represent all people within my communities and identities. There is no one accommodation that makes everything better. 

One thing I want my professors and teaching assistants to do is ask their students to be respectful of the conditions their peers might be going through. I have experienced negative language in the classroom. I can't tell you how many Autism jokes and ADHD jokes or comments I hear, and it makes me feel afraid of my peers. It’s hard to focus in a classroom when you feel like that. 

Another thing is accessible visuals: People don’t seem to know how dyslexia actually works. I see things in my head from different angles, which causes paragraphs to swap around, and words to flip in sentences. I've gotten good at reading due to a lot of practice. However, this three-dimensional thinking makes me good at physics, chemistry, and math. 

My advice for educators and students: Try to make visuals dynamic in a classroom, use dynamic colors and large fonts and separate paragraphs so it is easier to distinguish the sentences. Furthermore, do not just come up and pet my service dog. I cannot tell you how often people come up to me and just start petting her without asking.

Ph.D. Student in Computer Science

I am a Ph.D. student (they/them) majoring in computer science, and studying sociology and social work, who identifies as having self-diagnosed autism spectrum disorder. For the majority of my life I presented as a white, cis, neurotypical boy and I fit the gendered, racial, and educational profile of a middle class family; all of the stereotypes of who is expected in higher ed spaces. I've come out about seven times at this point in my life, and at some point I just stopped. Many people don’t understand how hard it is to make friends when you are just a little bit different from others. You can only bend so much into fitting societal expectations, and masking constantly is draining and unhealthy.

In my undergraduate, I felt like I fit in computer science, but it was hard working within a community that conveys “If you can't follow directions perfectly without making any mistakes, then you shouldn't be a computer scientist or engineer.” In my Phd program, I had the privilege of sharing a lab with someone who was out and proud and autistic, which really let me come out as queer and autistic.

Now I am out in many ways, and I get all of the harmful nonsense; I speak at conferences and get responses like “Is it hard being here and autistic? You don't look autistic! Trans people can't be autistic! Oh, you talk way too well to be autistic!” But still, there's a beautiful community that I have with other folks and I have made strong connections due to my identity.

Master’s Student in Computer Science

I’m a master’s student in computer science (she/her) who identifies with child onset fluency disorder (formerly diagnosed as stutter). I have always stuttered, and it didn’t bother me until elementary school when other kids started commenting. In fourth grade, someone made the comment like “It is so annoying that you talk like that, and I don't want to be friends with you!” From that moment on I realized it wasn't normal and I tried to hide it as much as possible. 

I went to speech therapy in middle school. My therapist tried to teach me strategies to get rid of my stutter; they didn't work at all and honestly made it worse. At the time I blamed myself; I thought I wasn't working hard enough to be normal. I didn't meet anyone else who stuttered until I went to college. I got really good at hiding my stutter by switching words and running everything through in my head before I said it; this may sound like a good solution, but it’s exhausting when you have to do it while you are talking. I ended up staying quiet most of the time. 

In college, I took a presentation and networking class where you could meet other students. There were all of these presentation assignments and graded discussions where you have to say something insightful a certain number of times to get full points. This class was such a nightmare for me. I would stutter through my name and my presentations, and other students would quickly stop talking to me. I finally disclosed to my teacher; that was a big deal, because I had never told anyone before. She was really nice about it and gave me the option to do a different assignment besides presentations and considered my stutter when evaluating my assignments. 

I started to disclose more to people after that. It didn't always go as smoothly. Some people thought I was stupid, or if I didn’t stutter a lot in the moment, then people wouldn’t believe me. My sophomore year, I joined the group Students Who Stutter; we talked about ways to request accommodations. That was helpful for all of us in the club. I also started a club called ABILITY. We now have over 100 members and 3 events per quarter.

Senior in Communications and International Studies

I am a senior (she/her) in communications and international studies who identifies as a white woman with dyslexia and processing disorder. For me, the best definition of dyslexia is to imagine you see or read something, but when you look again, it is a completely different word or image. That happens to me all the time. It makes me feel like I am constantly deficient in the English language.

Having a disability, I was segregated from my classmates a lot. Kids notice when you disappear for two hours a day going to speech therapy or the “special room.” My mother had to pick which classes I would miss to go to speech therapy. That disadvantaged me because then I had to spend extra time catching up. 

Even in college there are affects. For example, the classmate who asks “Where were you? There was a test today.” I have to decide if I want to disclose my disability or not each time. Or if a professor sets me up to differentiate me by saying “No laptops allowed in the class,” but I have an accommodation for a laptop, which results in “Why does she get a laptop but I don't?” I feel like professors can try to force students to focus in a specific way, which then affects other students who need other ways to learn or focus.

I also have a lot of internalized ableism. Mentors often tell me to introduce myself and disclose to professors. I don't follow that. I encourage students I mentor to do that when I help them, and it is a great thing. But I am still fighting the stigma I feel, and I’m so used to masking or pretending to be normal. I am lucky to have attended a high school where a teacher recommended me to the DO-IT Scholars program, which offered me free support and technology to help with my disability and supported my transition to college. 

Audience Questions

The floor was then opened up for audience members to ask questions and all participants were given the opportunity to answer.

Would you rather work with a disability service provider who then coordinates with faculty, or would you rather work directly with faculty to get your accommodations met?

• As a student, I am going to talk to whomever I am most comfortable talking to.
• If faculty seem friendly, I’m going to talk to them.
• Sometimes faculty are more understanding than the disability office staff.
• I’m weary about always having to disclose my autism; I don’t know how many stereotypes I’ll trigger by disclosing.
• Whoever folks feel comfortable with. If that’s the disability office? Phenomenal. Faculty? Even better.
• I had a great TA once who said “I received this letter; do you want to come to the office to talk about it?” Usually I’m the one who has to reach out and it’s exhausting.
• I had a professor reach out and offer to discuss accommodations over email. That was great; I didn’t have to do the work.
• I think for the faculty being proactive and reaching out to students is great. It makes me feel like I won’t waste a whole hour going to their office hours on my own initiative to talk about my accommodations.

Somebody mentioned it feels like a full‑time job having to talk to professors. What can you suggest to access advisors and disability service providers to make your lives easier?

• Don’t be stingy with accommodations! There are a lot of things I’ve asked for that fit “reasonable” that I had a hard time receiving.
• It’s important for access advisors to understand that a lot of students transferring from high school with IEPs are not taught how to advocate for themselves.
• Provide resources that will help students prepare for their appointments with you. Especially initial appointments. Make information about your office and your services easy to find.
• I would encourage you to develop a tool that students can take to their first classes, to help them talk to their faculty.
• I used extended time on exams every time. But I have to submit the request to use the extended time, every time, too! Rework the system so there’s less maintenance the student has to do.
• Avoid giving your new students “the starter pack”. The set of accommodations that students always get for Anxiety such as extra time on exams, copies of materials, approval to record. Do a deeper dive and listen carefully to each student. Check in with them and ask if they felt listened to. 

How have you come to feel comfortable disclosing and talking about your disabilities? What else would you recommend to students and faculty to help students come to this same point?

• I love who I am. I love all the pieces of me and I wouldn’t change anything about who I am. That’s a privilege for me and my experience; not everyone has my experience.
• I’m fortunate to run into more people who care than people who don’t. But I can’t say I’m entirely comfortable being up here.
• My advice would be to focus on the people who care and want to know. This is a safe room, full of people who care, so it’s easier.
• I think students with intersecting identities have more practice at this. Students for whom disability is only one aspect of identity - we deal with others - racism, sexism, homophobia, classism. We get tired of it and start pushing back and speaking out.
• Look at us - every one of us has several intersecting identities. 

Is it helpful if faculty disclose their disabilities to their students?

• If faculty talk about who they are at the start of class, that’s all they can do. It’s up to students to then decide when they will start advocating and fighting for themselves.
• Faculty can give students comfort and even a sense of community when they disclose.

Some of you have mentioned struggling to get some of your accommodations. Do you feel like you might face a threat of retaliation if you speak out for yourself or other students?

• One thing I’ve found helpful is knowing my rights. There is legislation that protects us. I had to fight a lot for many accommodations and I was willing to be audacious in pushing. I was willing to scare them and talk about lawsuits. So teach other students their rights.
• I appreciate you asking this question - looking at the audience in this room, a lot of people seem surprised, even horrified that there are students who have to fight so hard to get some accommodations and still don’t get what they need.
• If the official channel isn’t working, we have other options, if we’re willing to be activists.

What would you like to start doing based on the things we’ve talked about today?

• Use bullet points more consistently instead of text, especially in emails to students! I use them in the Canvas course– i.e. have a weekly overview page with a bullet point list of all activities for the week, but might be a helpful strategy in email communication as well. It’s hard to keep track of everything in a paragraph so bullet points or numbers are really helpful.
• Feedback is especially helpful for new assignments to you, ones you haven’t used before to improve them.
• Say the most important thing first (e.g. due date/deadline) and then give them the information around it. Keeps info from getting buried.
• Work further on the idea of listening carefully. 
• Do a perception check more frequently and provide additional communication to try to figure out what is going on.
• Explore using the TILT template; adjust how I describe assignments.
• Further explore the cultural nuances and context as they relate to the classes that I teach.
• Explore the further use of “simple instructions”, maybe with more white space, related clip art or something.
• Use the TILT template for more assignments and pay more attention to how disabled individuals describe themselves.

What would you like to stop doing?

• Not all of my lectures are captioned, and most free programs can’t transcribe the vocab/terminology very easily. I wish I could find a way to do it that would work better.
• Using euphemisms.

What are you already doing that’s working well for your students?

• 3 math lessons in a week – first click on the week, then each lesson has a file for note-taking, Canvas page with lesson, link to assignment page, link to textbook. This allows more organization and makes it easier for students to find things.
• Explain to students how YOU have organized the modules and how you would approach the learning for the week – when to do reading, how to take notes, how to approach assignments. They can then modify that strategy to fit their own needs/style.
• Post survey halfway through the quarter – “How can I help?” including “is there a change I could make that might be helpful for you now? For future classes?” This lets students know you are open to feedback/ideas.
• Ask people to identify their terminology, depending on the individual.
• Making the documents you use an accessible format (for students who use Text-to-Speech software).
• Captioning videos; We have worked out how to offer captions for everyone.
• Use design tools and accessibility checkers in Canvas. Secret set of keys to click to access these.
• In live settings, letting people know in advance what will be asked and the order they will be asked to respond.
• Having an organized Canvas with links, being more flexible with deadlines, allowing students to choose their assignments, and cleaning up closed captioning in Panopto.

Did you have any “ah-ha” moments that will inform your teaching going forward?

• “When my accessibility needs are met, I am not functionally disabled.” 
• “When we talk about age, people make a lot of assumptions, including about those who are of an older age or a non-traditional age. The idea of assumption-making.”
• “When my access needs are met I am functionally not disabled” from the video, it shows how much about a culture is unspoken and has variable rules.
• Terminology that is considered acceptable.
• Different ways of expression: thinking about loudness, sounds, side conversations and how that can be disruptive. Other classroom management issues as well.

What are examples from your teaching that you routinely use to support neurodiverse students?

• We set our own deadlines and create our own tasks.
• Being transparent and interjecting my story. 
• Everyone has a 72 hr grace period after the due date assigned by the instructor (didn’t work to have people choose a due date). I’ll add a due date for a specific student if it’s outside the 72 hr grace period.
• Everybody gets notes, this makes it more accessible for everyone and less stigma for those who cannot “hide”.
• Have an index card, 3”x5”, handwritten as a memory aid during the exam. 
• Group discussion on advice for future students. 
• When it comes to teaching, if you learn something from a presentation, write a letter about the impact of it and forward it to that person. They can have it included in their portfolio. 
• Turning on Live Transcripts on Zoom.
• Have a person who does live captioning (professionally).

In what ways do you plan to enhance your STEM course(s) in order to promote higher levels of engagement and learning among neurodiverse students?

• Taking best practices from trauma-aware and mental health-aware teaching principles and applying them to neurodiverse students.
• As a math instructor, it is a difficult question about demonstrating knowledge. I would like to dig deeper into that topic.
• I would like to explore further the idea of encouraging students to be flexible, adjust for different learning and working styles, and demonstrate learning in different ways in a science lab.
• For group work, thinking about expectation setting and context for students. I would like to improve ways to do community building in the class and in group work.
• Explore creating cohorts for working together, and utilize the cohorts and changing of cohorts as areas for student growth in social skills.
• Working on establishing a safe space before working on growth edges or pushing students. Create environments where students feel safe enough to take on some discomfort.
• Continue to work on having the presence of mind to intervene in the moment in a manner that is accepting and honoring the task at hand.
• Adding something light in the middle of a stressful situation such as an exam.

What are examples of strengths and unique perspectives that neurodiverse students bring to the STEM college classroom and the STEM discipline?

• In STEM we need new solutions. Different thought processes and perspectives bring in new thought processes which can lead to new ways to identify solutions. 
• Sometimes when students have a certain goal, they’re more dedicated to their studies. If they face a challenge, their goal can push them to find ways to overcome that challenge for themselves and others. 
• STEM has historically been dominated by cis white males, while studies show that diversity makes for finding better answers. 
• Help students understand that they have the power/ability to figure out what works for them; I can’t tell them exactly how they can master info but I can provide tools; try and see what will work for you. Students learn they don’t have to come with all the answers; the more diverse perspectives the more rich the exploration of learning and processes. 
• Toughest critics can be STEM faculty.

Are there specific resources or opportunities academic units can provide to STEM faculty to improve the success of neurodiverse students?

• Cutting-edge and reliable technology resources for increasing accessibility, such as in communication courses.
• Resources for designing learner objectives and assessments to be more inclusive of multiple modalities of demonstrating learning.

What are Different Sensory Inputs in Educational Settings?

• Presence of other students in the classroom.
• Lighting and temperature of the environment.
• Ambient noise (from electronics, other background sounds).
• Mask-wearing requirements.
• Lack of non-verbal cues when the speaker is wearing a mask.
• Side conversations, tapping, gum-chewing and other behaviors. 
• Smells (e.g. white board marker fumes).
• Noise of writing on a blackboard or white board.
• Zoom rooms: Need for new clear rules (e.g. attending class while driving, eating/changing clothes, putting on makeup on camera. etc.)
• students or faculty not turning on cameras 
• lack of muting leading to background noises
• distractions from virtual backgrounds, or people disappearing into/reappearing from virtual backgrounds
• slow internet access causing sound to freeze or get distorted, or drop participants from the meeting entirely

What Strategies are There to Create and Incorporate Age/Developmentally Appropriate Visual Supports in the Educational Setting

• We need to avoid “walls of text” and ensure that the information is balanced. If it’s important for students to remember, provide handouts.
• Allow for Q&A around the visuals.
• There is a lot of visualization in mathematics. You want to make sure the graph speaks to the reader, so good labels are needed, and conveying a good amount but not too much information. Moreover, visualization in STEM is so critical. In the lab, so much of the work is hands-on. There are a lot of drawings so visualizing what they are about to do is important. (e.g. posters, thinking maps, etc.)
• One challenge is how to describe many of the math visuals to someone who cannot see them.
• One person has helped students create thinking maps as they study and learn, and then reflect on their thinking map (a page with drawings, concepts, connecting lines, boxes, key words) throughout the day. This encourages students to make a new one each day.

Sixty-seven people attended the event online and in-person. Attendees in-person on the University of Washington campus included the following:

Kathryn Abrams
Director, WSU ROAR, Washington State University

Scott Bellman
Project Manager, Neuroscience for Neurodiverse Learners

Kayla Brown
Program Coordinator, Neuroscience for Neurodiverse Learners

Sheryl Burgstahler
PI, Neuroscience for Neurodiverse Learners

Gaby de Jongh
Assistive Technology Specialist, University of Washington

Jane Dolliver
Executive Assistant to the Associate Dean for Teaching and Learning, College of the Environment, University of Washington

Tam'ra-Kay Francis
Postdoctoral Fellow, Department of Chemistry, University of Washington

Rachel Goodwin
Coordinator, Student Accessibility Services College of Alameda

Melissa Graham
Senior Lecturer in Mathematics, Eastern Washington University

Mike Graham
Senior Lecturer in Mathematics, Eastern Washington University

Overtoun M Jenda
Assistant Provost for Special Projects and Initiatives, Professor of Mathematics, Auburn University

Ronda Jenson
Associate Professor, Department of Psychological Sciences and Research Director, Arizona University Center on Disabilities, Northern Arizona University

Genna Kieper    
Employment Services Coordinator, WSU ROAR, Washington State University

Earl Lattimore
Instructor & MPH Program Coordinator, Meharry Medical College

Qingxia Li
Associate Professor of Mathematics, Fisk University

Helen Maiko Luckow
Instruction & Classroom Support Technician, Cascadia College

Andrea Mano
Technology Specialist, Neuroscience for Neurodiverse Learners

Heidi Schnebly
Associate Dean of Students, Eastern Washington University

Kim Thompson
Senior Director, Disability Services, Seattle University

Eric Trekell,
Project Coordinator, Neuroscience for Neurodiverse Learners

Sisavath Virasak
Instructor, Computer Science, Linn-Benton College

Norah Wang
Instructor, Computer Science, Linn-Benton College

You can find the full text for Policy #188, information about waivers, and the minimum accessibility standard by visiting the following:

• Policy #188
• Standard #188.10 – Minimum Accessibility Standard
• Policy #103 – Technology Policy & Standards Waiver Request

The UW’s Accessible Technology website includes a variety of resources:

• the IT accessibility policy and guidelines for the UW
• legal issues and civil rights complaints and resolutions nationwide
• instructions and tips for making IT accessible
• more resources for creating and procuring accessible IT products

The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) website contains the following:

• information about DO-IT projects
• evidence-based practices that support project goals and objectives
• resources for students with disabilities
• educational materials for teachers and administration

DO-IT maintains a searchable database of frequently asked questions, case studies, and promising practices related to how educators and employers can fully include students with disabilities. The Knowledge Base is an excellent resource for ideas that can be implemented in programs in order to better serve students with disabilities. In particular, the promising practices articles serve to spread the word about practices that show evidence of improving the participation of people with disabilities in postsecondary education.

Examples of Knowledge Base questions include the following:

• Are electronic whiteboards accessible to people with disabilities?
• Are peer review tools accessible?
• Are there computer keyboards designed to be used with only one hand?
• Are touch screens accessible?
• Do postsecondary institutions have to provide assistive technology (for example, screen enlargement or voice recognition software) to students with disabilities who enroll in distance learning courses?
• Does a postsecondary institution have to provide specific hardware or software (known as assistive technology) that an individual with a disability requests so that they can access information technology used on campus?
• Does making our school web content accessible mean I cannot use multimedia on my site?
• How can educational entities determine if their websites are accessible?

Individuals and organizations are encouraged to propose questions and answers, case studies, and promising practices for the Knowledge Base. Contributions and suggestions can be sent to doit@uw.edu.

For more information on making your campus technology accessible and to learn more about accessible learning or universal design, review the following websites and brochures:

• The University of Washington’s hub for information on accessible technology, featuring how to create and develop accessible documents, videos, and websites, can be found at Accessible Technology.
• WCAG 2.0 are the expected guidelines to be followed for all websites.
• The Access Technology Center’s website.
• A list of thirty different web accessibility tips, and how to implement those tips.
• Accessibility training and certification.
• More information about accessibility standards and procurement.
• Cheat sheets for making accessible documents and content, as well as a plethora of other resources for accessible websites, can be found at the NCDAE.
• The AccessDL website shares resources for making distance learning and online courses accessible.
• Accessible University’s website featuring common web accessibility principles and solutions.
• A brochure on universally designing distance-learning programs.
• A brochure on what accessible distance learning is and how it helps students.
• A brochure on the top tips for creating an accessible distance-learning course can be found at the 20 Tips website.
• A brochure on why accessible web design matters, and some resources to make your website accessible, can be found at Accessible Web Design.
• Blindmath is a listserv for those who want to learn more about all issues around accessible mathematics.
• More information on universal design in education can be found at the Center for Universal Design in Education.

Conferences can be a great way to share resources, collaborate, and come up with new ideas. Consider attending the following:

• ATHEN (Accessing Higher Ground)
• CSUN
• ATIA
• Closing the Gap
• Smaller, local IT conferences, like TechConnect
• NW E-Learn
• EDUCAUSE
• Building Bridges
• Faculty Accessibility Retreat for 2-year colleges

The Washington State Accessible IT Capacity Building Institute on Policy #188 was funded by Access Technology Services at the University of Washington. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the CBI presenters, attendees, and publication authors and do not necessarily reflect the views of the University of Washington.

Accessible Technology Services
University of Washington
Box 354842
Seattle, WA 98195-4842
Accessibility at the University of Washington
doit.uw.edu/
206-685-3648 (voice/TTY)
888-972-3648 (toll free voice/TTY)
206-221-4171 (FAX)
509-328-9331 (voice/TTY) Spokane

© 2018 University of Washington. Permission is granted to copy this publication for educational, noncommercial purposes, provided the source is acknowledged.