DEIB reflect organizational goals, values, and beliefs. DEIB practices and policies are designed to create an environment where all individuals have the same opportunities, feel like they are a valued part of a community that represents a variety of races, abilities, genders, sexual orientations, ages, religious beliefs, and ethnicities, and can use their voices without being judged. A focus on DEIB can enhance collaboration, productivity, engagement, motivation, and innovation through greater understanding and acceptance of difference.
Published in Chapter:
Creating Specialized Programming to Support Neurodivergent Students: Considerations, Readiness, Outreach
Laura K. Sibbald (Chestnut Hill College, USA), Carol Rogers-Shaw (University of Dayton, USA), Karen Krainz-Edison (The Ohio State University, USA),
Sara Sanders Gardner (Bellevue College, USA), and Cindy Lowman-Stieby (Xavier University, USA)
Copyright: © 2024
|Pages: 23
DOI: 10.4018/979-8-3693-0163-0.ch005
Abstract
The increasing numbers of neurodivergent students attending universities and the passing of the Americans with Disabilities Act Amendments Act (ADA-AA) create a need for university and community stakeholders to provide more inclusive opportunities for all students. This juxtaposes with the intersectionality of neurodiversity as part of an overall diversity, equity, inclusion, and belonging effort. This chapter provides a pathway to develop an implementation process that offers acceptance for neurodivergent staff, faculty, and students across their campus and within their community through inclusive programming. It expounds upon the university-wide advantages of inclusive programming for neurodivergent students, identifies cross campus approaches to prepare for executing a neurodivergent programming plan, and reveals strategies to establish broad support from university and community members.