Neurodiversity Insights
Make it stand out
Interviews with experts who offer advice to navigate the college process
Empowering Autistic College Students: Lee Burdette Williams on Advocacy & Support
Lee Burdette Williams
Lee Burdette Williams, Executive Director of the College Autism Network, unpacks the organization's mission to improve opportunities for autistic college students by linking various stakeholders, including campus staff, secondary school educators, families, researchers, employers, and employment coaches. The College Autism Summit, held since 2017, brings together professionals and neurodivergent students for professional development and advocacy, with 40 autistic undergraduates attending the most recent event. Williams emphasizes the importance of motivation, willingness to accept help, and executive function skills for college readiness. She also highlights the value of autism-specific support programs and encourages resilience in the face of academic challenges.
Helping Neurodiverse Students Thrive in College Transitions
Alexander Morris Wood
Alexander Morris Wood, an expert in neurodiverse student support, highlights that the biggest challenge for these students transitioning to college is a lack of self-awareness about their diagnosis and support needs. He advises reviewing IEPs or 504 plans, developing independent executive functioning systems, and creating mental health transition plans. Wood stresses the importance of family-inclusive programs, realistic social goals, and advocating for flexible academic accommodations. He also recommends discussing college counseling limitations and maintaining connections with at-home providers for continued support.
Embracing Neurodiversity and Navigating College Life with Confidence
Dr. Kerry Magro
Dr. Kerry Magro, is an award-winning professional speaker, best-selling author and autistic self-advocate. Magro discusses how he was diagnosed with autism at age four, overcame significant early challenges through therapy and is now a professional speaker advocating for neurodiversity. Hee has worked on "Love on the Spectrum" and is writing for "Carla Collector" on PBS Kids. Magro became an advocate to help those unable to self-advocate, highlighting the need for colleges to improve awareness, sensory accommodations, and staff development. He advises neurodiverse individuals to embrace their unique journeys, build self-awareness, and recognize their strengths to navigate challenges effectively.
Supporting Autistic Students Through the College Journey
Arianna Espisito & Hannah Tomkovicz
Arianna Espisito, the Vice President Services & Supports at Autism Speaks and Hannah Tomkovicz, Director of Adult Programs at Autism Speaks shared insights on supporting autistic high school students transitioning to college. They emphasized the importance of researching college disability services and practicing executive functioning and soft skills in high school to prepare for independence. Autism Speaks collaborates with colleges to enhance support, including accessible syllabus design and addressing misconceptions about autistic students' capabilities. They highlighted that autism is a spectrum, each individual is unique, and with appropriate support, autistic students can thrive in college.
Inside the SALT Program at the University of Arizona – Supporting Neurodiverse Students
Daniel Linden
Daniel Linden,the Director of Student Support Services at the SALT program at University of Arizona focused on the key aspects of the program. The Salt program's focus on one-on-one support from Student Support Specialists and academic tutoring was highlighted. To address increasing mental health needs, the program has expanded wellness services. Specialists help students develop executive functioning skills, while tutors promote independence. The program supports neurodiverse students in adjusting to college by teaching time management, self-regulation, and accountability, emphasizing the importance of understanding campus support, finding allies, and building self-advocacy skills.
Creating Community and Advocacy at Syracuse University’s Inclusive U Program
Brianna Schultz
Brianna Schultz, director of Inclusive U at Syracuse University, discusses the unique aspects of their college program for students with intellectual disabilities at Syracuse University. With over 100 students, Inclusive U is one of the largest such programs in the country and actively shares its strategies with other colleges.They foster social integration through peer-to-peer activities, events, and peer partnering. Collaboration with faculty involves allowing students to audit courses, providing background support, and using academic mentors. The program emphasizes student advocacy and accountability, resulting in a university certificate for students. Schultz advises students to step out of their comfort zones to grow and find their community.
Strength-Based Approaches for Neurodivergent Teens Preparing for College
Kathy Dow Burger
Kathy Dow Burger, a Clinical Professor in the University of Maryland (UMD) Department of Hearing and Speech Sciences, she leads the SIGNA, Effect, and Modified Peers program at UMD, focusing on strength-based, neurodivergent-friendly approaches. Kathy highlighted the importance of listening to neurodivergent voices, adapting evidence-based practices, and balancing diverse feedback to improve programming. For neurodiverse teens preparing for college, she emphasized self-awareness, setting boundaries, and understanding personal needs for regulation and learning. Kathy also noted the growing attention to neurodiversity in education and employment, advocating for cultural allyship to share the burdens often placed on neurodivergent individuals. Her programs uniquely combine skills training, clinical education, outreach, and advocacy to create a more inclusive society.
Strength-Based Approaches for Neurodivergent Teens: Insights from Students and Coaches at UMD
Helen and Sorah
Helen and Sorah, students at the University of Maryland, share their experiences as both neurodivergent individuals and coaches in the UMD SIGNA program. They help fellow students develop executive functioning skills, improve social communication, and build self-confidence. As neurodiverse individuals themselves, they understand the challenges their peers face and offer firsthand insights on self-advocacy and self-awareness. They emphasize the importance of recognizing personal needs, setting boundaries, and effectively communicating for support. Through SIGNA, they foster a sense of belonging and empowerment within the neurodivergent community. Their experiences show the value of inclusive support systems in higher education.
Building Self-Identity and Support for Neurodivergent College Students
Sarah Thompson
Sarah Thompson, a licensed therapist at Georgetown Psychology, specializes in supporting neurodivergent and gender-diverse youth. Reflecting on her own experience with undiagnosed ADHD in high school, she emphasizes the importance of prioritizing tasks over striving for balance. Thompson recommends Danny Donovan's Anti-Planner as a valuable resource for neurodivergent students. She underscores the significance of fostering a positive self-identity and finding community support, particularly for neurodiverse individuals navigating college life. Thompson also highlights the AsIAm program, which promotes neuro-affirming practices. She notes that while diagnosed students often grapple with burnout, those who are undiagnosed frequently seek identity and connection.
Finding the Right College Fit for Neurodiverse Students – Insights from Inclusive Academia
Matt Gunter
Matt Gunter, father of an autistic student and founder of Inclusive Academia, provides insight into his experience with college support programs for neurodivergent students. Inclusive Academia is a youtube channel where he interviews directors of college support programs. He highlighted the importance of tailoring college choices to individual needs. A survey he conducted of 50 such programs revealed that motivation and willingness to seek help are crucial for college readiness. Gunter emphasized the diversity among these programs, advising students to reflect on their strengths and challenges when choosing a program.
Turning Challenges into Strengths for Neurodiverse Individuals in College
Jordan Gill
Jordan Gill, pursuing a Master's in Clinical Psychology and a career as a therapist for neurodiverse kids, shared his personal journey and insights. After 25 years in nonprofit work, Jordan transitioned careers due to unhappiness and self-doubt, compounded by undiagnosed ADHD, which was only revisited in adulthood. He emphasized the importance of reframing challenges from "brokenness" to "difference," advocating for curiosity and proactive self-advocacy in addressing struggles. Inspired by his own experiences of missed support, Jordan aims to help neurodiverse individuals build self-esteem and navigate a neurotypical world. He highlighted that neurodiversity exists on a spectrum, urging personalized approaches to therapy and support.
Finding Your Path – How Landmark College Supported My Educational Journey
Amanda DeSanto
Amanda DeSanto describes her educational journey, initially wanting to attend esthetician school but being guided by her parents to Landmark College, a school tailored to students with learning differences like dyslexia. She highlighted the benefits of the college's summer program, which provided personalized tutoring and support. DeSanto emphasized the lack of individualized guidance in high school, where students often followed peers' choices. She recounted the social challenges and lack of support in elementary school, which affected her confidence. Her advice to neurodiverse high school students is to explore various educational paths and focus on personal passions. Key support systems in her life included her mother, certain teachers, and advocates who recognized and helped her learning differences.
Building Bridges to Independence – How Adelphi University's Program Empowers Neurodiverse Students
Maria Flindt-Ehrmann
Maria Flindt-Ehrmann, Outreach Coordinator at Bridges to Adelphi at Adelphi University, discusses the challenges neurodiverse students face transitioning from high school to college, such as self-advocacy difficulties. The program offers comprehensive support, aiming to foster independence by gradually transferring responsibility to the students. The Summer Launch Program helps incoming students acclimate through courses, social activities, and events. Bridges collaborates with Delphi University and faculty to promote neurodiversity awareness. The program has grown from seven students in 2007 to 130, managing 800 meetings weekly. Flindt-Ehrmann emphasizes the importance of self-advocacy for neurodiverse students and invites interested individuals to virtual information sessions.