Neurodiversity and Higher Education

Andrew Eddy is the Co-founder of the Neurodiversity Hub community of practice, working with universities and employers to facilitate neurodivergent higher education students to become more work-ready and increase their employment opportunities. Andrew is retired but continues his interest in neurodiversity and advocating for more neuro-inclusive workplaces and learning spaces.Timmy Frawley, DGov; MEd, BNS, RPN, RNT, is Associate Professor in Mental Health Nursing at UCD. A registered psychiatric nurse and educator, he has held leadership roles in curriculum development, governance and research. His work focuses on neurodiversity, nursing governance and service user involvement. He is committed to education, inclusion and issues concerning professional regulation.Blánaid Gavin, PhD, is a child and adolescent psychiatrist who has worked clinically with children and teenagers for over 20 years. She is particularly interested in expanding understanding in relation to child and adolescent mental health. To this end, she has been involved in teaching and research focused on optimising outcomes for young people. She specialises in the area of ADHD.Etain Quigley, PhD, is Lecturer in Law at Maynooth University, specialising in neurodiversity, mental health, youth justice and criminology. She has held Irish Research Council awards, worked on FP7 and H2020 projects and serves on Mental Health Tribunals. She is also a co- founding editor of Neurodiversity (Sage).Charlotte Valeur is an investment banker and seasoned FTSE Chair, Non-Executive Director and governance expert. She is a professor, author and public speaker in corporate governance, leadership, equality and diversity. Charlotte is Autistic and ADHD, and the founder and CEO of the global Institute of Neurodiversity (ION).

• BiographiesIntroductionBook LayoutPART I - FUNDAMENTAL TOPICS RELATING TO NEURODIVERSITY AND HIGHER EDUCATIONChapter 1: Designing for Neurodiversity in Higher Education: a Bioecological ApproachLorna HamiltonChapter 2: ADHD in Higher Education: Key Issues and Future DirectionsJane Sedgwick-MüllerChapter 3: Dyslexia in Higher Education: the Australian StoryShae Wissell, Judith Hudson, Steve Edwards and Claire DavillChapter 4: Creating Inclusive Learning Environments: the Role of Library Design in Supporting Neurodivergent Students in Higher EducationSonja Duric, Emil Jonescu, Winnie Dunn, Jessica Green, Talia Uylaki and Jessika HamesChapter 5: Assistive Technology, Neurodiversity and Higher EducationAoife McNicholl, Trevor Boland andAbbie RobinsonChapter 6: Neurodiversity Inclusion in Work Integrated Learning: Neurodiversity Placements ProgramBeth Radulski, Cheryl Dissanayake and Katie WrightChapter 7: Toward Neurodiversity-Friendly Higher Education: Lessons from a Campus-Wide Initiative and the Case for Collaborative Evidence-Based PracticeBlánaid Gavin, Timmy Frawley and Sandra ConnellEpiloguePART II – PROGRAM PROFILES – SECTION FOREWORD AND PROFILES OF NINE HIGHER EDUCATION PROGRAMSForeword: Student Support Programs: Common Ground, Unique Approaches and Lived ExperienceSandra Thom-JonesProfile 1: Royal College of Art, UK: An Example of SpLD Support at a UK Post-Graduate Art and Design UniversityQona RankinProfile 2: USC Upstate, USA–Beyond Accommodations: Enabling Learners, Faculty, and Staff, Embracing Neurodiversity for AllRenu PariyadathProfile 3: University of Delaware, USA: Spectrum ScholarsWes Garton, Adrienne Cornish Lucas and Jennifer GrelakProfile 4: University of Calgary, Canada–Supporting Success in Post-Secondary Settings for Neurodivergent Students: the UCAN Peer Mentorship ProgramCarly McMorris, Mercedes Bagshawe, Nicole Eddy and Megan AmesProfile 5: Universiti Kebangsaan Malaysia–Elevating Career Support for Students Displaying a Number of Autistic TraitsMohd Syazwan ZainalProfile 6: Curtin University, Western Australia–Specialist Mentoring ProgramJasmine McDonald and Sylvanna MirichlisProfile 7: Curtin University, Western Australia–AASQA ProgramBen Milbourn, Tele Tan, Elinda Ai Lim Lee, Susan Hall, Lucy Simons and Sonya GirdlerProfile 8: University of Tennessee at Chattanooga, USA–Mosaic ProgramAmy Rutherford, Mary-Elizabeth Goodman and Anne HillProfile 9: Landmark College, USA–Programming for Fostering Career Connections Among Neurodivergent College StudentsJan Coplan, Adam R. Lalor, Marlee Bickford-Bushey and Rebecca W. MatteIndex

“As someone with a deep belief in the power of neurodiversity, I found this insightful book both thoughtful and practical. It redefines neurodiversity in education and work, offers actionable strategies from lived experience, and calls for bold change—essential reading for anyone committed to genuine inclusion.”Dr. Laurie Ackles, Executive Director, Canopy Neurodiversity Foundation, USA.“A must-read for educational professionals at any level - a modern solution to providing holistic support for Neurodivergent students with a system-wide approach that ultimately benefits all. Packed with actionable, practical advice and case studies.”Sara Sanders Gardner, University Trainer, Autistic at Work LLC; Director, Neurodiversity Navigators at Bellevue College, WA, USA.