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Teaching Perspectives on Neurodivergence in Academic Settings

Boardman, K. (2020). an Exploration of Teachers’ Perceptions and the Value of Multisensory Teaching and Learning: a perspective on the influence of Specialist Dyslexia Training in England. Education 3-13, 48(7), 795–806. https://doi.org/10.1080/03004279.2019.1653349

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Collins, G., & Wolter, J. A. (2018). Facilitating Postsecondary Transition and Promoting Academic Success through Language/Literacy-Based Self-Determination Strategies. Language, Speech & Hearing Services in Schools, 49(2), 176–188. https://doi.org/10.1044/2017_LSHSS-17-0061

Couzens. (2015). Support for Students with Hidden Disabilities in Universities: A Case Study. International Journal of Disability, Development, and Education, 62(1), 24–41. https://doi.org/info:doi/

Gwernan-Jones, R., & Burden, R. L. (2010). Are they just lazy? Student teachers’ attitudes about dyslexia. Dyslexia, 16(1), 66–86. https://doi.org/10.1002/dys.393

Sewell, A. (2022). Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis. British Journal of Special Education, 49(4), 539–560. https://doi.org/10.1111/1467-8578.12422

Shmulsky, S., Gobbo, K., & Vitt, S. (2022). Culturally Relevant Pedagogy for Neurodiversity. Community College Journal of Research and Practice, 46(9), 681–685. https://doi.org/10.1080/10668926.2021.1972362