Neurodiversity Resources

Birdwell, M. L. ., & Bayley, K. (2022). When the Syllabus Is Ableist: Understanding How Class Policies Fail Disabled Students. Teaching English in the Two-Year College, 49(3), 220–237. https://link.gale.com/apps/doc/A748792141/AONE?u=conestoga&sid=bookmark-AONE&xid=73c93828

Lithari, E. (2019). Fractured Academic Identities: Dyslexia, secondary education, self-esteem and school experiences. International Journal of Inclusive Education, 23(3), 280–296. https://doi.org/10.1080/13603116.2018.1433242

Morrison, A. (2019). (Un)Reasonable, (Un)Necessary, and (In)Appropriate: Biographic mediation of neurodivergence in academic accommodations. Biography (Honolulu), 42(3), 693–719. https://doi.org/10.1353/bio.2019.0066

Nolan, C., Doyle, J. K., Lewis, K., & Treanor, D. (2023). Disabled Students’ Perception of the Sensory Aspects of the Learning and Social Environments within One Higher Education Institution. The British Journal of Occupational Therapy, 86(5), 367–375. https://doi.org/10.1177/03080226221126895

Osborne, T. (2019). Not lazy, not faking: teaching and learning experiences of university students with disabilities. Disability & Society, 34(2), 228–252. https://doi.org/10.1080/09687599.2018.1515724