DOI: 10.13140/RG.2.2.29467.48169/1 This presentation will outline specific teaching strategies to better support neurodivergent students. Adapting our instructional approach as we learn more about neurodiversity is crucial to accommodate different learning needs. This presentation will share strategies for supporting students with ADHD, dyslexia, students on the autism spectrum, and other neurodivergent differences. We will discuss techniques ranging from providing outlines and timelines, offering content in different formats, gathering feedback from students, and utilizing helpful technology and resources on campus. Participants will be asked to share their own strategies, experiences, resources and tools, with opportunities to learn from each other. In addition to supporting neurodivergent students, these strategies ultimately help make instruction more accessible and inclusive to all students.

1. Instruction Strategies to
Support Neurodivergent
Students
An ACRL Instruction Session Webinar
Presented by Jacqueline L. Frank
Montana State University Library

2. Your Presenter
Jacqueline Frank
Instruction & Accessibility Librarian
Montana State University Library
Jacqueline.frank@montana.edu
406-994-4978
linkedin.com/in/jacquelineLfrank

3. Outline
 What is neurodiversity (3 mins)
 Strengths based approach (2 mins)
 Formal evaluation and accommodations (2 mins)
 Teaching strategies (30 mins)
 What strategies are you aware of?
 What resources and tools are you aware of?

4. Learning Outcomes
1. Recognize that neurodivergent students, and all
students, have different learning needs
2. Understand how to employ inclusive teaching
strategies to support neurodivergent students
3. Share additional experiences, strategies, and
resources to build a robust toolkit

5. What is neurodiversity? Definition 1
“
”
The range of differences in individual brain function and
behavioral traits, regarded as part of normal variation in the
human population.
~Oxford English Dictionary

6. What is neurodiversity? Definition 2
“
”
Neurodiversity describes the idea that people experience and
interact with the world around them in many different ways;
there is no one "right" way of thinking, learning, and behaving,
and differences are not viewed as deficits.
~Harvard Health Publishing

7. What is neurodiversity?
 ADHD
 Dyslexia
 Dyspraxia
 Dyscalculia
 Autism Spectrum
 Anxiety
 PTSD
 Epilepsy
 OCD
 Tourette’s
 Auditory or visual
processing disorder
 Etc.

8. Strengths based approach:
Each human is different,
and we all have different
strengths
Not a question of talent,
skill, or intelligence, or
likelihood of success
“
”
There is a wide range of ways that people perceive and respond
to the world, and these differences are to be embraced and
encouraged.
~Child Mind Institute

9. Strengths based approach: cont.
Neurodivergent Learners may be:
Super creative
Energetic
Passionate
Compassionate
Deeply care for others
Hardworking
Hyper focused, especially on topics
of interest
Have deep knowledge on certain
topics
Fine detail processing
Sensory awareness
Observational, verbal, reading skills
(heightened or limited)
Concentration and memory

10. Formal evaluation & accommodations:
 Formal evaluations are often needed to get approved for
accommodations
 Not everyone has access or the funds to be evaluated
 Formal accommodations requires students to self-report
 Therefore, not everyone is eligible or has access to formal
accommodations
 Formal accommodations don’t always fit student needs
 The strategies in this presentation help all learners, including
those without formal accommodations

11. Teaching Strategies: What strategies
are you aware of?

12. Mainly: get organized, and plan ahead
 It’s challenging to find the time to get organized and
stay organized, in the midst of an overwhelming to-
do list.
 If you never seem to make the time, make this a
project and call it “review and revamping instruction
with accessibility best practices, to support
neurodivergent learners”
 If you need help prioritizing and saying no, use the
Essentialism Toolkit: Doing Less to Accomplish What
Matters

13. UDL vs. Individual accommodations
 We need both
 Universal Design: "useable by all people to the greatest extent
possible without the need for adaptation or specialized
design."
 UDL is awesome, but not a magic solution
 UDL as a starting point, work with individuals on top of that
 UDL provides options, ask students about those options
 https://www.ala.org/asgcla/resources/universaldesign

14. Reduce complexity
 Use headings
 Short paragraphs & sentences
 Simple, clear language; avoid jargon and idioms
 Avoid acronyms, spell them out

15. Simple course design
 Clear action items: establish one place to go to find
deadlines, what’s current, what’s next
 Give advanced notice and multiple reminders for
upcoming assignments, tests, etc.
 Consistent formatting for assignments

16. Course content
 Break lectures into shorter chunks with breaks in
between. Long lectures can be overwhelming
 Provide clear, step by step instructions for
assignments, activities, etc.
 Provide detailed grading rubrics. Be clear on
expectations.

17. Clear outlines & timelines
 Provide outlines of each lesson at the beginning of
class (or agendas for meetings)
 Give estimated timelines for each topic (or agenda
items)
 Stay on track with outlines and agendas, and avoid
tangents when possible

18. Consider sensory needs
 Try to eliminate background noise, harsh or flickering
lighting, visual distractions, color clashes, etc.
 Allow fidget toys and movement breaks to help
students focus.

19. Provide content ahead of time
 Share lecture slides, notes, handouts, etc. ahead of
time.
 This allows students to follow along and process
information more easily

20. Provide multiple formats
 Provide info verbally & written, in print & online
 Provide alternative formats: PDF, Word, html, EPUB
 Use visual aids like charts, graphs, images etc., including a Graphic
Syllabus; visuals can help concepts stick better.
 Record your lectures and provide a recorded copy with captions for
students to reference later.
 Consider alternative exam formats: oral exams, presentations,
create a website, etc.

21. Follow accessibility & UDL best
practices
 Check your instruction materials follow accessibility
best practices including alt-text, color contrast,
heading structure, intuitive hyperlinks, etc.
 Utilize Universal Design for Learning guidelines,
which helps make instruction more accessible to all
students.

22. Feedback from students
 Questionnaires for all students, before class or before an individual
consultation
 Ask about pronouns and how to be addressed, preferences,
anything I need to know to best support you
 Ask about sensory needs
 Ask what’s been helpful and allowed them to be successful
 Opens the door to self-advocacy, but doesn’t put the burden solely
on the individual to bring it up
 Ask for feedback multiple times throughout the semester.

23. Share resources
 Share information about the Office of Disability
Services and accommodations that students can
pursue if it would be helpful.
 Share tools available to students, including software
such as Read & Write Gold.
 Offer individual help: research consultations, chat,
email

24. Resources & references
 MSU Library Neurodiversity Resources Online Guide
 Dyslexia in the Classroom - What every teacher needs to know
 Teaching Neurodiverse Students, from Inside Higher Ed
 How to Teach Your (Many) Neurodivergent Students, from the Chronicle of
Higher Education
 Neurodiversity & Higher Education, from California State University Chico
 The Centers for Disease Control and Prevention (CDC)
 National Center for Learning Disabilities
 Autism Speaks
 Podcast: Teaching in Higher Ed – episode 484 & 499
 Podcast: The Accessible Learning Experience

25. What else?
What other resources & tools do you
know about to help support
neurodivergent students?
Please share links in the chat, I will add them to the MSU
Neurodiversity Resources Online Guide, as a toolkit.

26. UDL Slides Check
 Minimum 24 sans serif font​
 Use of bullets/numbers for lists​
 Correct reading order​
 Sufficient color contrast ​
 Plain language​
 Alt-text for images​
 Descriptive links

27.  Please attribute Jacqueline L. Frank with a link to the original
presentation, DOI: 10.13140/RG.2.2.29467.48169
 Except where otherwise noted, this work is licensed under
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