Overview
This course introduces key concepts in neurodiversity and provides practical strategies for creating more inclusive higher education environments. It is designed for staff and students, with a particular focus on supporting neurodivergent learners.
The resource was designed and developed by neurodivergent students in collaboration with a neuromixed academic team. It brings together lived experience and evidence-informed practice to support more inclusive approaches across higher education.
Learners explore areas such as autism, ADHD, dyslexia, and dyspraxia, alongside topics including terminology, the affirmative model, inclusive practices, institutional responsibilities, and transitions to employment or further study.
Learning Outcomes
By the end of this course, you will be able to:
- Explain the concept of neurodiversity and use key terminology appropriately;
- Describe the affirmative model and its relevance in higher education;
- Identify practical approaches to supporting neurodivergent learners;
- Reflect on how inclusive practices can be applied in your own context.
Course Developers
This course is adapted from the Neurodiversity in Higher Education (CC BY-NC-SA) developed at Maynooth University by Dr Etain Quigley, Tara Gallagher, Michael Connolly, Molly O’Hanlon, Rowan Kennedy, and Emma McLoughlin. The project was developed in collaboration with neurodivergent students with additional input provided by staff across Maynooth University. The development of the resource was supported through a Maynooth University Centre for Teaching and Learning Teaching and Learning Fellowship (2022), the CTL SPARK Initiative (2024–25), the HEA PATH 4 Universal Design for Education Fund, and with support from the School of Law and Criminology.
