Rethinking “Best Practices” for Neurodivergent Students in Higher Education

Catherine Clepper; Kieran Higgins; Sarah Silverman

Rethinking “Best Practices” for Neurodivergent Students in Higher Education

Catherine Clepper
, Kieran Higgins
, Sarah Silverman

Rutgers University, New Jersey

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

16 Downloads (Pure)

Abstract

This poster shares findings from a narrative synthesis of peer-reviewed literature on pedagogical approaches for supporting neurodivergent students in higher education. We highlight three key issues, the narrow focus on specific diagnoses, the limitations of Universal Design for Learning in meeting diverse neurodivergent needs, and the unsuitability of “best practices” frameworks for such a heterogeneous group.

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

neurodivergent
neurodiversity
Self-advocacy
pedagogical negotiation
students as partners

Access to Document

Rethinking Best Practices for Neurodivergent Students in Higher EducationFinal published version, 190 KB

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 Other

Affirming Neurodiversity through Inclusive Practice, Fostering Self-Advocacy and Pedagogical Negotiation
Clepper, C., Higgins, K. & Silverman, S., 22 Jun 2026.
Research output: Contribution to conference › Other › peer-review

Cite this

@conference{36fd6da5ebe3423191f6f2ec16075bcb,

title = "Rethinking “Best Practices” for Neurodivergent Students in Higher Education",

abstract = "This poster shares findings from a narrative synthesis of peer-reviewed literature on pedagogical approaches for supporting neurodivergent students in higher education. We highlight three key issues, the narrow focus on specific diagnoses, the limitations of Universal Design for Learning in meeting diverse neurodivergent needs, and the unsuitability of “best practices” frameworks for such a heterogeneous group.",

keywords = "neurodivergent, neurodiversity, Self-advocacy, pedagogical negotiation, students as partners",

author = "Catherine Clepper and Kieran Higgins and Sarah Silverman",

year = "2026",

month = jun,

day = "22",

language = "English",

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

url = "https://www.centerforengagedlearning.org/conferences/2026-conference/",

}

TY - CONF

T1 - Rethinking “Best Practices” for Neurodivergent Students in Higher Education

AU - Clepper, Catherine

AU - Higgins, Kieran

AU - Silverman, Sarah

N1 - Conference code: 10

PY - 2026/6/22

Y1 - 2026/6/22

N2 - This poster shares findings from a narrative synthesis of peer-reviewed literature on pedagogical approaches for supporting neurodivergent students in higher education. We highlight three key issues, the narrow focus on specific diagnoses, the limitations of Universal Design for Learning in meeting diverse neurodivergent needs, and the unsuitability of “best practices” frameworks for such a heterogeneous group.

AB - This poster shares findings from a narrative synthesis of peer-reviewed literature on pedagogical approaches for supporting neurodivergent students in higher education. We highlight three key issues, the narrow focus on specific diagnoses, the limitations of Universal Design for Learning in meeting diverse neurodivergent needs, and the unsuitability of “best practices” frameworks for such a heterogeneous group.

KW - neurodivergent

KW - neurodiversity

KW - Self-advocacy

KW - pedagogical negotiation

KW - students as partners

M3 - Poster

T2 - 2026 Conference on Engaged Learning

Y2 - 22 June 2026 through 23 June 2026

ER -

Rethinking “Best Practices” for Neurodivergent Students in Higher Education

Abstract

Conference

UN SDGs

Keywords

Access to Document

Fingerprint

Activities

Research Seminar on Affirming and Inclusive Engaged Learning for Neurodivergent Students

Research output

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

Cite this