Affirming Neurodiversity through Inclusive Practice, Fostering Self-Advocacy and Pedagogical Negotiation

Catherine Clepper; Kieran Higgins; Sarah Silverman

Affirming Neurodiversity through Inclusive Practice, Fostering Self-Advocacy and Pedagogical Negotiation

Catherine Clepper
, Kieran Higgins
, Sarah Silverman

Rutgers University, New Jersey

Research output: Contribution to conference › Other › peer-review

Abstract

This workshop supports faculty to create affirming and inclusive learning environments for neurodivergent students. It introduces neurodiversity as a valued form of human variation and offers practical, research-informed strategies to reduce sensory, social and cognitive barriers. A distinctive focus is the role of student self-advocacy and pedagogical negotiation. Participants will learn how to invite, hear and respond to students’ needs constructively, fostering safer, more collaborative classrooms that enhance equity and support success for all learners.

Original language	English
Publication status	Published (in print/issue) - 22 Jun 2026
Event	2026 Conference on Engaged Learning: Affirming and Inclusive Engaged Learning for Neurodivergent Students - Elon University, Elon, United States Duration: 22 Jun 2026 → 23 Jun 2026 Conference number: 10 https://www.centerforengagedlearning.org/conferences/2026-conference/

Conference

Conference	2026 Conference on Engaged Learning
Country/Territory	United States
City	Elon
Period	22/06/26 → 23/06/26
Internet address	https://www.centerforengagedlearning.org/conferences/2026-conference/

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 10 Reduced Inequalities

Keywords

neurodiversity
neurodivergent
Universal Design for Learning
inclusive practice
Self-advocacy
pedagogical negotiation
students as partners

1 Participating in a conference, workshop, ...

Research Seminar on Affirming and Inclusive Engaged Learning for Neurodivergent Students
Higgins, K. (Participant)
23 Jun 2024 → 26 Jun 2026
Activity: Participating in or organising an event › Participating in a conference, workshop, ...

1 Poster

Rethinking “Best Practices” for Neurodivergent Students in Higher Education
Clepper, C., Higgins, K. & Silverman, S., 22 Jun 2026.
Research output: Contribution to conference › Poster › peer-review

Open Access
File

Cite this

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title = "Affirming Neurodiversity through Inclusive Practice, Fostering Self-Advocacy and Pedagogical Negotiation",

abstract = "This workshop supports faculty to create affirming and inclusive learning environments for neurodivergent students. It introduces neurodiversity as a valued form of human variation and offers practical, research-informed strategies to reduce sensory, social and cognitive barriers. A distinctive focus is the role of student self-advocacy and pedagogical negotiation. Participants will learn how to invite, hear and respond to students{\textquoteright} needs constructively, fostering safer, more collaborative classrooms that enhance equity and support success for all learners.",

keywords = "neurodiversity, neurodivergent, Universal Design for Learning, inclusive practice, Self-advocacy, pedagogical negotiation, students as partners",

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note = "2026 Conference on Engaged Learning : Affirming and Inclusive Engaged Learning for Neurodivergent Students ; Conference date: 22-06-2026 Through 23-06-2026",

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T1 - Affirming Neurodiversity through Inclusive Practice, Fostering Self-Advocacy and Pedagogical Negotiation

AU - Clepper, Catherine

AU - Higgins, Kieran

AU - Silverman, Sarah

N1 - Conference code: 10

PY - 2026/6/22

Y1 - 2026/6/22

N2 - This workshop supports faculty to create affirming and inclusive learning environments for neurodivergent students. It introduces neurodiversity as a valued form of human variation and offers practical, research-informed strategies to reduce sensory, social and cognitive barriers. A distinctive focus is the role of student self-advocacy and pedagogical negotiation. Participants will learn how to invite, hear and respond to students’ needs constructively, fostering safer, more collaborative classrooms that enhance equity and support success for all learners.

AB - This workshop supports faculty to create affirming and inclusive learning environments for neurodivergent students. It introduces neurodiversity as a valued form of human variation and offers practical, research-informed strategies to reduce sensory, social and cognitive barriers. A distinctive focus is the role of student self-advocacy and pedagogical negotiation. Participants will learn how to invite, hear and respond to students’ needs constructively, fostering safer, more collaborative classrooms that enhance equity and support success for all learners.

KW - neurodiversity

KW - neurodivergent

KW - Universal Design for Learning

KW - inclusive practice

KW - Self-advocacy

KW - pedagogical negotiation

KW - students as partners

M3 - Other

T2 - 2026 Conference on Engaged Learning

Y2 - 22 June 2026 through 23 June 2026

ER -

Affirming Neurodiversity through Inclusive Practice, Fostering Self-Advocacy and Pedagogical Negotiation

Abstract

Conference

UN SDGs

Keywords

Fingerprint

Activities

Research Seminar on Affirming and Inclusive Engaged Learning for Neurodivergent Students

Research output

Rethinking “Best Practices” for Neurodivergent Students in Higher Education

Cite this