Previous authors have called on institutions of higher education to employ and support neurodivergent instructors as a way to enhance Autistic and neurodivergent students experiences (Janse van Rensburg & Liang, 2023). By having neurodivergent instructors, students may be able to overcome issues related to the double empathy problem (Milton, 2012), where their communication styles are better understood by instructors and the lessons, assignments, and expectations are clearer. However, institutions of higher education are often constrained by global economic, political, and historic forces. These factors can make it difficult for neurodivergent instructors to fully support both neurodivergent and non-neurodivergent students, even when communication is not a barrier. In this 50-minute session, the double empathy problem will be introduced and explained to attendees. Concepts of power will also be explored. These concept will be extended to the higher education setting to explore how non-neurodivergent instructors may encounter specific challenges in instruction. It will be proposed that neurodivergent instructors offer a unique vantage point that can help identify how educational environments may unintentionally pose challenges for neurodivergent students. Topics such as the hidden curriculum, chrononormativity, and group work will be explored. Expanding on this, it will be argued that even when communication is not a challenge, neurodivergent instructors may find themselves in difficult positions, seeking to support students while navigating the boundaries of their contractual obligations and available institutional resources. Informed by both theoretical knowledge and lived experience, the second half of the session will offer a supportive and respectful space for instructors and students to reflect on their experiences in higher education through structured discussion questions and a writing activity. This will serve as a starting point for building capacity in higher education to better support students and instructors. Participants will leave with personal advocacy plans and be encouraged to identify constructive ways to contribute to accessibility and inclusion in their roles.

Additional Presenter: Rhianyth Warwick