Supporting Neurodiverse College Student Success: A Guide for Librarians, Student Support Services, and Academic Learning Environments

The basic premise of neurodiversity is that there is no "normal" baseline for brain processes, but that all individual brains vary and therefore are diverse. The CAST organization estimates that 11% of college students enrolling in post-secondary campuses having a learning disability or learning difference. As neurodiverse students enroll in post-secondary education, the environments within which these students learn, can either support or impede their ability to succeed. Simply put, a neurodiverse campus population means that educators recognize that all students process and learn differently and must adapt our approaches and services in order to reach and support all students enrolled on our campuses. Neurodiverse students are a growing population on today's college campus. Their growing presence prompts new approaches to support their success and change traditional student services and collegiate experiences. This practical guide: Assists readers in better understanding neurodiverse students and the way campus services can create welcoming environments Explores the role Universal Design for Learning (UDL) and Executive Functioning (EF) plays in student success, and Focuses on specific collegiate offices and services that effectively address the needs of neurodiverse learners. Chapters cover tutoring, learning supports, academic coaching, academic advising, career services, residential living, and classroom experiences that impact and assist neurodiverse college students.

Coghill, Elizabeth M.H.

Coghill, Jeffrey G.

Reference

Rowman & Littlefield Publishers

Review\nThis volume, edited by Elizabeth M. H. Coghill and Jeffrey G. Coghill, offers an introduction to supporting students with neurodiversity, geared toward academic library staff. Contributions discuss neurodiversity and self-advocacy and take a deep look at different campus departments (libraries, residence life, academic advising, etc.). The book makes clear that academic supports for neurodiverse students are different in higher education than they are in a K–12 setting, and that students may need help with the transition. Across the contributions, there is a sustained focus on Universal Design for Learning and other conceptual models that may help ensure that library spaces and services are welcoming to neurodiverse students. Case studies between each chapter describe ways that departments on different college and university campuses have taken neurodiversity into consideration.\nVERDICT: A thoughtful exploration of ways for campus staff to provide helpful services to neurodiverse students. ― Library Journal\nAs more neurodiverse students enter college, librarians, faculty, and staff will need to create an environment where these students can learn and thrive. This book is one resource that can help with that goal. ― College & Research Libraries\nThe basic premise of neurodiversity is that there is no “normal” baseline for brain processes, but that all individual brains vary and therefore are diverse. The CAST organization estimates that 11% of college students enrolling in post-secondary campuses having a learning disability or learning difference. As neurodiverse students enroll in post-secondary education, the environments within which these students learn, can either support or impede their ability to succeed. Simply put, a neurodiverse campus population means that educators recognize that all students process and learn differently and must adapt our approaches and services in order to reach and support all students enrolled on our campuses. 
Neurodiverse students are a growing population on today’s college campus. Their growing presence prompts new approaches to support their success and change traditional student services and collegiate experiences. 
This practical guide: Assists readers in better understanding neurodiverse students and the way campus services can create welcoming environments Explores the role Universal Design for Learning (UDL) and Executive Functioning (EF) plays in student success, and Focuses on specific collegiate offices and services that effectively address the needs of neurodiverse learners. 
Chapters cover tutoring, learning supports, academic coaching, academic advising, career services, residential living, and classroom experiences that impact and assist neurodiverse college students.

See the best price to sell, buy, or rent books by Coghill, Elizabeth M.H.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Coghill, Elizabeth M.H.

See the best price to sell, buy, or rent books by Coghill, Elizabeth M.H.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Supporting Neurodiverse College Student Success: A Guide for Librarians, Student Support Services, and Academic Learning Environments

Supporting Neurodiverse College Student Success: A Guide for Librarians, Student Support Services, and Academic Learning Environments