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Neurodivergence refers to the natural differences in how people鈥檚 brains work. On this page, you will find practical insights and tools to create more inclusive education for neurodivergent students, such as those with ADHD, autism, or dyslexia. We share strategies to improve course design, delivery, and assessment, making higher education more accessible to all students.
What is neurodivergence?
The term neurodivergent was popularized in the 90s by Judy Singer as a critique of the deficit and medical model of disabilities, which saw disabilities as a deficit attached to an individual. The deficit model did not consider the role of external factors and often attempted to change the conditions of those with a different brain. Singer used 'neurodivergent' to refer to people with atypical brains, which would bring them strengths and challenges. Her ideas were supported by a growing disability rights movement in the United States and the need for identity politics in the representation of people with cognitive disabilities. Currently, the term embraces autism, learning disabilities, ADHD, dyscalculia and Tourette syndrome, among others. Neurodivergence often includes both strengths and challenges, setting it apart from mental illness, which is typically defined by primarily challenges. While all with atypical brains are included, three types of neurodiverse students are more salient in academic institutions: Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Dyslexia. We will begin by exploring key ideas related to the diagnosis of ADHD, Autism Spectrum Disorder (ASD), and Dyslexia, followed by examples of how neurodivergence presents both challenges and strengths in higher education, along with strategies for more effectively supporting neurodivergent students.
Common Diagnosis
Autism Spectrum Disorder (ASD) is a developmental disability that presents challenges in communication and social interaction. Another characteristic is decreased (mental) flexibility and possible over/underreaction to sensory stimuli. Diagnosis is made based on pervasive and persistent issues in those two areas, which result in differences in how people on the spectrum interact, communicate, learn, and behave.
A few challenges faced by autistic people in academic environments are connected to interacting and participating in group activities, understanding non-verbal cues (i.e. body language and facial expressions), and experiencing sensory and emotional overload. Autistic people may also have difficulties in understanding abstract and figurative language. It can also be difficult for students with autism to cope with change. In addition, sensory (light, sound) and emotional stimuli can cause overstimulation, which in turn can impair well-being, concentration and interaction. Organizational skills might be a challenge for some, while a strength for others.
However, the autistic brain also presents its own set of strengths. Autistic people tend to be more detail-oriented and good at pattern recognition, mainly related to visuals. They usually have hyperfocus on specific areas in which they gain in-depth knowledge, and they thrive in well-structured environments. There are fewer girls/women with an autism diagnosis because they 鈥渃amouflage鈥 the features more. Sometimes there is also misdiagnosis (thinking of a personality disorder). Often girls/women first go through a personal crisis before the correct diagnosis of 鈥渁utism鈥 is made.
It should be considered that, as the characteristics of autism appear across a spectrum, it is hard to define a standard profile for autism.
Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disability in which there is a persistent issue with inattention and/or hyperactivity/impulsivity. ADHD may manifest in three different types: predominantly hyperactive, predominantly inattentive, and a combination of both. Diagnosis is made when patterns affect and reduce the quality of people鈥檚 daily lives in two or more environments, such as work, school, and home.
The main challenges are also divided into inattention and hyperactivity/impulsivity. Regarding inattention, academic challenges are related to difficulty concentrating, focusing one's attention on something (for long periods of time) and sustaining tasks for long periods of time. Also, due to a 鈥渉ead full of thoughts,鈥 a person with ADHD may be forgetful, overlook (parts of) tasks, or lose track of time (i.e., time blindness). Regarding hyperactivity/impulsivity, the challenges are associated with difficulty staying still and controlling one's own impulses. In a teaching situation, this may be evident through speaking out of turn or difficulty sensing what an appropriate amount of turns is.
ADHDers also have their own set of strengths. As autistic people, they tend to have hyperfocus in specific areas. They may be more creative/original and observe perspectives that neurotypicals might have ignored. Given their rapid minds, they may rapidly adapt to different environments, be enthusiastic, and present cognitive flexibility.
Disorders such as autism and ADHD may appear in combination with each other, or in combination with other disorder. We call this a dubbel diagnosis or comorbidity. People with one (or more) (developmental) disorders are more likely to have mental health problems. It is also essential to consider that while diagnosis criteria are more flexible and more people can receive intervention, the diagnosis for women is still a challenge. There are several reasons for this. Many girls/women can camouflage for a long time what is difficult for them and thus are not (h)acknowledged. Behavioral expectations also play a role: different behavior is expected of boys and girls. Many people, especially women, are only diagnosed late in life. The suggestions provided here can be applied to the whole group of students, without distinction, which may help those who still do not have a diagnosis or do not want to disclose information. Accommodations, on the other hand, should be provided individually, and it is up to the teacher and student advisor to assess the needs of each student. Keep in mind that being able to show a formal diagnosis is not necessary to be able and allowed to provide individualized educational adjustments.
Dyslexia is a learning disorder that impairs written communication. People with the condition may have difficulties reading and/or soelling/writing. There is no consensus on whether dyslexia should be considered a disability or a learning difficulty. Still, neuroscientists believe that it results from dyslexic brains being wired differently, making it also a form of neurodivergence.
Given that it affects literacy, dyslexia presents many challenges in academic environments. When it comes to reading, dyslexics might be slower than neurotypicals, and words can be easily confused, which may affect comprehension. They also have challenges with spelling and writing, are prone to repetitive mistakes, have poor writing structure, and are slower when writing. Vocabulary usage and acquisition may also be compromised. The organization of written information presented makes a huge difference for dyslexic people.
While dyslexia may present challenges in academic environments, people with the condition also have strengths. They are good at pattern recognition, narrative and visual thinking. The dyslexic brain may also be better at making connections and abstract reasoning. People with dyslexia often possess a well-developed verbal memory; they have become accustomed to memorizing verbal explanations from teachers. Moreover, they have already experienced setbacks during their learning process, so they have built up a considerable degree of frustration tolerance. This means that perseverance is often one of their strengths.
What can we do?
On this theme, we have created three different categories in which you can find information on why and how to adapt your course by applying minor changes in how you design, delivery, and assess content. Most of the practices are inspired in the Universal Design for Learning (UDL) and, thus, can be applied to all students. Specific accommodations are mentioned in a few instances and those should be applied to students who need them.
Wordlist
A set of beliefs and practices that define disability as inherently negative and undesirable. It is a pervasive, often unconscious ideology that marginalizes disabled people by viewing them as inferior or in need of fixing.
The systemic discrimination disabled people face in academic environments due to standards and structures built around able-bodied and neurotypical norms. It highlights how educational institutions often exclude those who do not fit these norms.
Individualized supports or adjustments provided to meet specific needs of disabled students. Unlike universal strategies, accommodations are tailored to help a person access learning environments or assessments on equitable terms.
The overt and intentional discrimination or prejudice against disabled individuals. Unlike ableism, which can be unconscious or systemic, disablism is explicit and direct.
An approach where everyone is given the same resources or opportunities, without regard to their individual differences or needs. This often leads to unfair outcomes for those who require different levels or types of support.
An approach focused on fairness by recognizing and meeting individuals鈥 specific needs. Rather than treating everyone the same, equity ensures people have the resources they need to succeed.
A framework that centers the lived experiences of disabled people and acknowledges disability as a key aspect of identity. It supports collective action to advocate for rights, inclusion, and systemic change.
Disabilities that are not immediately apparent to others, such as chronic pain, mental health conditions, or learning differences. These often lead to misunderstandings or disbelief because they lack visible markers.
The act of hiding or suppressing one鈥檚 disability-related traits or behaviors to conform to social expectations and avoid stigma. Common among neurodivergent individuals, though often exhausting and harmful over time.
A traditional view that defines disability as a defect or illness located in the individual that must be cured or corrected. While modern medicine may recognize social factors, this model still centers pathology and treatment over adaptation or inclusion.
An intense, outward response to overstimulation, stress, or emotional overload. It may include yelling, crying, hitting, or other forms of physical expression. Meltdowns are not intentional and reflect a loss of control.
Describes individuals who experience more than one form of neurodivergence, such as having both autism and ADHD. It emphasizes the complexity and intersection of multiple neurological differences.
A term used to describe a group that includes people with different neurological profiles, both neurotypical and neurodivergent. It promotes the idea of cognitive diversity as a natural and valuable aspect of human variation.
An umbrella term for individuals whose cognitive functioning diverges from societal norms. This includes conditions such as autism, ADHD, dyslexia, and others. It challenges the idea that there is one "correct" way for a brain to function.
Describes individuals whose neurological development and functioning align with what society considers "typical" or "normal." Neurotypical people do not have neurological differences that significantly impact cognition, behavior, or sensory processing.
The use of sensory, cognitive, or behavioral strategies to manage emotions, attention, or responses to the environment. It's key for adapting to daily challenges and maintaining well-being.
Occurs when one or more senses receive more input than the brain can process. It can result in stress, anxiety, meltdowns, or shutdowns. Common in neurodivergent individuals, particularly those with sensory sensitivities.
An internal response to overwhelming sensory or emotional input. Unlike a meltdown, a shutdown is marked by withdrawal, silence, or stillness, and may go unnoticed by others. It reflects a freeze or shut-down coping mechanism.
Short for 鈥渟elf-stimulatory behavior.鈥 Refers to repetitive movements or sounds (e.g., hand flapping, rocking, humming) that help neurodivergent people self-regulate, focus, or express emotions.
A difficulty in perceiving or managing the passage of time, often affecting planning, deadlines, and time estimation. Common among people with ADHD and other forms of neurodivergence.
Project Team
D茅bora AntunesD茅bora is a lecturer in Media and Communication, and over the past decade, she has been working as a teacher鈥攅ight of those years at the university level. Her work is rooted in the fields of disability studies. She currently works on how we can create more inclusive educational environments for neurodivergent students.Email address
Esther SchutEsther is an educational consultant and trainer at Risbo, focusing on teacher professionalization and impact evaluation. As a TeachEUR team member, she enjoys sharing knowledge in a hands-on and active way. Through the new TeachEUR Themepage, she inspires teachers to dive deeper into their teaching skills.Email address
Laurinde KosterLaurinde is an educational consultant and teacher trainer at Risbo, with a strong focus on supporting teachers in their professional growth and teaching practices. She facilitates MicroLabs on inclusive classrooms and course design, and is committed to making higher education more inclusive for all students.Email address
Contribution
- Leonie van Winden
Team SMF
Email address - Sandra Lousberg
Risbo
- Yumma Asaf
IDEA Center
- Jamie Verstraeten
Risbo
- Katja Tas
Risbo
A principle and practice focused on ensuring that everyone鈥攅specially marginalized individuals鈥攆eels welcome, accepted, and able to participate fully in society or community settings.