IDPC

Neurodivergent learners have unique challenges and needs when navigating learning dynamics, from adapting to rigid academic structures to finding a sense of belonging in their classrooms and communities. These needs are often not fully addressed due to a lack of understanding and insufficient resources for educators, which can prevent them from reaching their full potential. While traditional design models and accessibility practices can help, design models and frameworks crafted specifically for supporting neurodivergent learners are still needed.

This plenary explores a new theoretical framework for understanding the impact of academic support, personal belonging, and frequent barriers to a neurodivergent learner’s success. It explores the intersections between different levels of learning support and how they correlate to a learner’s sense of belonging and inclusion. By understanding this multi-tiered approach, higher education professionals can more effectively align their instructional practices with learners’ needs and foster a more inclusive culture within the classroom.