Supporting Neurodivergent Students in the Classroom

Who Are Neurodivergent Students?

Neurodivergent students include those with ADHD, autism spectrum disorder (ASD), dyslexia, dyscalculia, dyspraxia, anxiety disorders, and other differences in how the brain processes information. Many community college students are first-generation, returning adults, or students who weren't identified or supported in K–12, meaning they may arrive without formal accommodations but still benefit greatly from inclusive teaching practices.

You don't need a diagnosis to support your students. The strategies below help all learners.

Core Principles

Flexibility over rigidity. Rigid policies (no late work, no makeup exams, participation-heavy grading) disproportionately disadvantage students whose challenges are often invisible.

Clarity over assumption. Neurodivergent students often struggle with implied expectations, ambiguous instructions, and shifting schedules. Say what you mean, explicitly and consistently.

Multiple means of access. Offer more than one way to receive information, engage with content, and demonstrate knowledge. This is the heart of Universal Design for Learning (UDL).

Face-to-Face Classrooms

Environment

• Seat students near the front or by the door, allowing for self-selection without making it conspicuous.
• Minimize background noise and visual clutter where possible.
• Dim lighting or alternatives to fluorescent lights can reduce sensory discomfort.

Instruction

• Begin each class with a clear agenda on the board or screen. Don't skip this step.
• Use chunked instructions: Break multi-step tasks into numbered steps, one at a time.
• Repeat key information in multiple formats: spoken, written on the board, and in a handout or slide.
• Build in processing time after questions rather than expecting immediate responses.
• Allow fidget tools, standing, or movement without requiring explanation.

Assessment & Participation

• Offer alternatives to cold-calling: written exit tickets, pair discussions, or "pass" options.
• Extend time on in-class assessments, even informally, letting students finish if the next class isn't waiting.
• Accept work submitted in multiple formats (audio memo, outline, diagram) when the learning goal allows it.

Online & Hybrid Courses

Course Design

• Organize your Talon shell with a predictable, consistent structure every week with the same location for assignments, same day for deadlines.
• Write instructions in plain language. Use short paragraphs, headers, and numbered lists.
• Provide module overviews that explain the "why" behind the work, not just the "what."

Lectures & Content

• Caption all videos. Auto-captions are a start; corrected captions are better.
• Provide transcripts or notes alongside recorded lectures.
• Keep recorded videos short (ideally under 10–12 minutes) or chapter-marked for easier navigation.
• Avoid heavy reliance on live synchronous sessions where real-time processing demands are high.

Communication

• State your response time policy clearly and stick to it; uncertainty causes anxiety.
• Use announcements to preview upcoming changes or unusual weeks in advance.
• Offer office hours in multiple formats: Zoom, phone, chat, and/or asynchronous email.

Working with Disability Services

Encourage students to connect with the Accommodations office, but don't make it a barrier. A student without documentation still deserves responsive teaching. When accommodations are in place:

• Implement them without requiring students to re-explain their disability in every interaction.
• If you have questions about an accommodation, contact DS directly rather than asking the student to justify it.
• Provide exam accommodations proactively; don't make students remind you every test.

What to Avoid

• Calling out struggles publicly, even with good intentions ("Can you just try harder today?")
• Penalizing communication style differences (flat affect, blunt tone, avoiding eye contact)
• Treating accommodation requests as burdens: students hear this quickly
• Assuming performance = effort or intelligence: executive function challenges affect output in ways that have nothing to do with capability

Quick-Reference Checklist

In your syllabus:

• [ ] Clear, day-by-day schedule (or approximate weekly structure)
• [ ] Stated flexibility policy for late/missed work
• [ ] Multiple contact options and response time commitment
• [ ] Note about Disability Services and invitation to discuss needs

In your course:

• [ ] Consistent structure and predictable deadlines
• [ ] Written AND verbal delivery of key instructions
• [ ] Captioned video content
• [ ] At least one non-verbal participation option

In your classroom:

• [ ] Agenda posted at the start of every class
• [ ] Chunked, numbered instructions for complex tasks
• [ ] Movement and sensory accommodations respected without comment

Further Reading

• CAST's UDL Guidelines — cast.org/udl
• Understood.org — practical resources on learning and attention differences
• AHEAD (Association on Higher Education and Disability) — ahead.org
• Your campus Disability Services coordinator — your best local resource

The most effective support isn't about doing more. It's about doing things differently, with intention.