Abstract
This chapter provides a neurodiversity framework for diversity, equity, inclusion, and accessibility (DEIA) initiatives in postsecondary education settings. The definition of neurodiversity, models of disability, and how neurodiversity fits within DEIA initiatives are reviewed. Moreover, this chapter outlines various barriers and challenges that neurodivergent individuals experience in educational settings (with a focus on K-12 and postsecondary education settings), largely due to bias, stereotypes, and discriminatory practices. Additionally, the chapter provides recommendations for how postsecondary educational settings can adapt and change for the benefit of neurodivergent and neurotypical individuals alike. Finally, the chapter concludes with a discussion of directions for future research, including how research can inform the development of more effective support and services tailored to the needs of neurodivergent learners and promote greater success and well-being for all students.
TopModels Of Disability: The Medical Model And Social Model
Leaders in the disability rights movement have historically discussed two distinct models of disability: the Medical Model and the Social Model. The Medical Model views disability as an undesirable deficit within the individual that is atypical when compared to the norm (Marks, 1997). Under this view, a disability should be cured or resolved through treatment in order to make the individual better suited to participate in current society.
The medical model relies on classification systems to determine how an individual’s impairment impacts their functioning and participation within their environment. For a practical application of this, consider the World Health Organization’s (WHO) International Classification of Functioning, Disability, and Health (Figure 1) (Kostanjsek, 2011). The WHO framework is how 35 countries, including the U.S., document medical impairment. This classification allows for healthcare providers to bill for services when addressing an impairment, limitation, or restriction that is directly caused by the disorder/disease. The WHO Framework accounts for environmental factors, but these factors are related to the individual’s diagnosed impairment.
Figure 1. Description of the classification of functioning, disability, and health conceptual framework
Key Terms in this Chapter
Individuals with Disabilities Education Act (IDEA): Originally passed in 1975 and then updated in 1990; U.S. K-12 students with disabilities are protected under this act; provides the structure for identification/eligibility, creation of an educational plan, location and duration of specific interventions/accommodations, and access to non-disabled peers.
Americans With Disabilities Act, Amendments Act (ADAAA): Originally passed by U.S. Congress in 1990 and amended in 2008; Civil rights law that protects individuals with disabilities across all areas that are open to the public in the U.S.
Neurodiversity: An umbrella term that refers to non-pathological variations in the human brain, cognition, and behavioral traits; term was coined by Judy Singer in 1998.
Disability Cultural Centers: Physical spaces on campus that serve as a hub for promoting disability culture and awareness, organizing disability-related events, supplying support services, and providing a safe and empowering space for individuals to gather and share their experiences, perspectives, and knowledge.
Summer Bridge Programs: Typically occurring in the summer months between the completion of K-12 education and the initiation of postsecondary education; these programs are designed to aid in learners’ transition between K-12 education and postsecondary education settings.
Medical Model of Disability: Disability is defined by a disorder or disease that causes impairment of an individual’s ability to function, restricts participation, and limits activity.
Postsecondary Education: In the U.S., the education level that typically follows the completion of high school; examples include trade school, college, and university settings.
Social Model of Disability: Originating in the 1960s and distinct from the medical model of disability; people are disabled by barriers in society and not by impairment or difference.
Neurodivergent: Describes the individual with differences in neurotype; see also Neurodiversity.