Key Topics Discussed

• Sarah’s Ph.D. in entomology—and her journey from studying insects to working in the area of teaching and learning with a focus on neurodiversity
• The origin of the term neurodiversity to describe the full range of cognitive differences among humans as well as the meaning and use of the related terms neurodivergent, neurotypical, and neurodiverse
• How the neurodiversity movement emerged out of the desire of autistic people to be accepted rather than “cured” and the ways that influences Sarah’s work with faculty
• Real-world examples, including from her own experiences as someone who is neurodivergent, that illustrate the value of instructors connecting with students to get a fuller picture of who they are
• Ways instructors might support neurodivergent learners who are encountering challenges
• Access friction—i.e., when the access needs of one person or group come into conflict with those of another—and how being flexible can help instructors approach such situations
• The value of having students themselves help you find solutions (and why it’s okay if they’re not utopian)