Presenter: Julian Wood, University of Bristol

NOTE: Participants should have yarn and a pair of scissors in order to fully participate in this session.

Creativity is something we can all practice! I'm a strong believer in the role of creative practice in wellbeing for the University sector. My talk will share my own experience of developing creative practices, including ukulele/piano, drawing and crafting. I believe all creative acts count in being creative, including cooking, building relationships, responding to our diagnoses etc.- they certainly needn't be a typical artistic product.

As an adult working in Higher Education, I have found engagement in creative practice to be a large part of learning to live with my autism. I am part of the Neurodiversity Network at the University, and have taken part in numerous creative activities within the network. I am also an active participant of the local health board Autism service and have introduced creative practice into the setting, including ukulele, singing and art activities.

I will share how greater creativity leads to improved wellbeing in the workplace and more balance in everyday life. We will discuss how creativity leads to improved confidence and self-esteem among ND people. We will look at how social inclusion is fostered by instilling confidence in the ND population.

ND Practitioners and ND students/staff would benefit best from the session. 

Outcomes will include completing a creative activity during the session, and discussing how best to integrate creativity in all its aspects in the functioning of an ND network, ND awareness and in wider society.

Learn more about Julian Wood's work: https://www.instagram.com/theartkindness/

https://www.bristol247.com/news-and-features/features/spreading-kindness-throughout-bristol/

Presenter: Siyu (Suzanna) Chen, Disabled Students UK

In 2023, Disabled Students UK (DSUK), a community research organisation run by current and former disabled students, ran its inaugural Annual Disabled Student Survey to explore accessibility in the UK Higher Education sector using a lived experience-centred and data-driven approach. With 1372 disabled respondents from over 100 institutions, the project is the most extensive participatory and student-led research into university accessibility in the country to date. The large sample size allows for data showing a representative picture of the UK-wide accessibility landscape and analyses disaggregated by individual issues and institutions. All results are compiled into the Access Insights Report 2023.  

While notable differences exist between the UK and US Higher Education systems, the survey and report's results — including common accessibility issues faced by disabled students and policies and practices associated with positive student outcomes in UK institutions — can inspire stakeholders in American colleges and universities (i.e. senior leadership, student support administrators, DEI departments). 

Presenters: Stefan Charles-Pierre, Bethany LaLonde, College of Staten Island

Neurodiverse students are coming to the College of Staten Island (CSI) with numerous challenges as they transition from high school to post-secondary education. Staff at the Office of Accessibility Services (OAS) and CUNY LEADS at CSI address these challenges by providing appropriate support and accommodations, but, yet still make the students accountable for their academic and professional success. This presentation will depict the methods and strategies in which OAS provides support while promoting self-advocacy and accountability. The presentation will allow participants and the presenters to discuss scenarios and develop best practices when working with neurodiverse students in an academic setting.

This presentation will highlight the success of students and emphasize the practices of the OAS, including peer mentoring, group programming and workshops, as well as opportunities to engage students through service learning and internships to promote professional skills and self-advocacy. This presentation will also address the ongoing challenges of student engagement and how to utilize technology and provide new approaches to meet the needs of the current student population.

Presenters: Linda Hasunuma, Asst. Director, Center for the Advancement of Teaching; Carrie Snyder, Director, Disability Resources Services; Liz Zadnik, Director, Wellness Resource Center, all of Temple University

As colleagues committed to accessibility and inclusive practice, this session will highlight the ways in which three Temple University offices seek to promote mental well-being, reduce stigma, and transform spaces on campus. Using a storytelling approach, collaborators from the Center for Advancement of Teaching, Disability Resources & Services, and Wellness Resource Center will illustrate the ways in which administrators and educators can address mental health and neurodivergence while honoring their scope of practice and expertise. 

Join us as we navigate a university system through the perspective of a neurodiverse student - encountering potential and real barriers, inclusive practices, opportunities for self-advocacy, and spaces for community. Each facilitator will share how their office seeks to improve accessibility for students and build capacity for well-being promotion and stigma reduction. Lessons learned, successes, and failures will be shared to support a community of practice. 

The facilitators’ hope is to offer a creative and interactive presentation that helps everyone identify their role in this important work and how thoughtful adjustments and a team mindset can transform the experience of all students. 

Attendees will be encouraged to embrace new ways of enhancing well-being and engaging in campus transformation. 

Presenter: Edwin Portugal, MBA Candidate, The Wharton School, University of Pennsylvania

This session aims to illuminate the transformative power of peer support among autistic adults, presenting a model where lived experience fosters mental well-being and social integration. By aligning with the conference's dedication to neurodiversity and mental health, I will share compelling research and narratives that underline the efficacy of peer-led interventions. Content will encompass an analysis of traditional mental health paradigms versus peer support frameworks, highlighting the benefits of the latter in promoting autonomy, empathy, and understanding within the neurodiverse community. Attendees will gain insights into innovative peer support programs that prioritize the unique perspectives of autistic adults, demonstrating improved mental health outcomes through community-based participatory research. Significance lies in the session's focus on actionable strategies, bolstered by empirical evidence and personal accounts from the neurodiverse community. Discussions will encourage reflection on the intersection of mental health and neurodiversity, fostering an environment where stakeholders—clinicians, policymakers, and autistic individuals—can collaboratively envision a mental health landscape that truly accommodates neurodiverse needs. Furthermore, the session will examine the roles
capital and entrepreneurship can play to deliver positive mental health outcomes for the autistic community.

Presenters: Steven Martel, Psy.D., and Sara Sanders Gardner, Bellevue College

This workshop provides practical applications reflecting the conference theme of supporting the well-being of Neurodivergent college students. Lessons learned from the Neurodiversity Navigators program at Bellevue College in Washington State, now in its fourteenth year serving over 300 students in tiered services, will inform the conversation as the neurodivergent presenters discuss research-based and strengths-based models used in the program, as well as at the College overall, and the impact of these practices on the students, their families, and on campus culture. The discussion of the College’s wraparound approach will support participants in applying workshop practices in various areas of their work.

We will discuss the importance of identity development as a foundation for the Neurodivergent student’s healthy educational journey, and our scaffolded approach, beginning the Summer prior to the student’s first year. Participants will come away with knowledge of how to weave Positive Psychology into college courses, one-on-one meetings with students, and more. They will learn the power of Collaborative Problem SolvingTM and the role that it plays in Executive Functioning, self-regulation, and motivation. We will explore Counseling Center Best Practices as well as how to respond to conduct and Title IX complaints, including using developmentally based social justice responses when appropriate.

Everyone will benefit from attending this session.

Outcomes
After attending this workshop, regarding Neurodivergent college students, participants will be able to:

• Explain the importance of identity development
• Describe research-based supports that improve well-being, increase cognitive flexibility, frustration tolerance, and more
• Summarize Best Practices in Counseling
• Describe a social-justice, developmental approach to conduct and Title IX complaints

Presenters: Margaret Janse van Rensburg, Chris Bendevis, Patrick Dwyer, Lincoln Ripley, Mica Pabia, and Sandy Hodgetts, Autism, Neurodiversity and Academic Achievement (AIDAN) lab, University of Alberta

Autistic disclosure, where individuals share their autism diagnosis or Autistic identity with others, can be a conscious decision or occur inadvertently. Existing research underscores the critical role of disclosures in how Autistic individuals navigate their social interactions, daily activities, and routines, which underscores the critical role of disclosure on social belonging as Autistic individuals navigate their social interactions, daily activities, and routines (Thompson-Hodgetts et al., 2020). However, while non-Autistic individuals might perceive these disclosures positively, Autistic people frequently face negative backlash, such as discrimination, judgment, and stigma, upon sharing their autism diagnosis (O'Connor et al., 2020; Thompson-Hodgetts et al., 2020). This adverse societal feedback to disclosure may cause Autistic individuals to refrain from revealing their identity, leading them to conceal or mask their Autistic traits (Botha et al., 2020; Farsinejad et al., 2022), which may adversely impact their mental health and overall well-being (Bradley et al., 2021; Mandy, 2019; Russo, 2018).

A strong commitment to diversity, equity, and inclusion is essential within university environments, where diversity of thought, experience, and identity enriches the academic community. However, the subtlety of neurological differences, such as autism and ADHD, often necessitates explicit disclosure for individuals to access supportive measures and accommodations. Leveraging insights from the Autism Neurodiversity & Academic Achievement (AIDAN) Lab and the Campus Belonging Network, this virtual breakout session aims to investigate the mental health implications of disclosing and concealing an Autistic identity among Autistic students in Canadian universities. The session aims to help participants make thoughtful decisions about disclosure by examining personal experiences with disclosure, the reasons for disclosure or non-disclosure, and the impact of disclosure. The ultimate goal is to promote a safe and supportive environment for Autistic and neurodivergent students, which can enhance their mental health, academic achievement, sense of belonging and overall flourishing. The session will provide strategies to facilitate thoughtful decision-making and encourage the creation of such environments.

Presenter: Dixie Burns, Madison Area Technical College

As we navigate the complex landscape of education within the context of diverse cognitive styles, understanding and fostering inclusive environments is paramount. This presentation aims to provide attendees with practical insights into creating neuro-affirming learning environments while promoting positive mental health among students of all neurotypes.
 
Dixie Burns, Madison College faculty and neurodivergent educator and advocate, will share how she navigated her personal and professional neurodiverse journey, which ultimately served as a catalyst for creating a neuro-affirming classroom. By combining principles of universal design, trauma informed pedagogy, and ideas from neurodiversity in education, Dixie’s classes have gone from not just being neuro-inclusive, but to neuro-affirming. This session will provide an overview of implemented practices, feedback from students, and plans to collect additional data for future improvements. 
 
The proposed session addresses key themes relevant to the conference’s theme by focusing on the following core areas:
1.    Gain an understanding of neurodiversity in education and its impact on the learning environment.
2.    Identify considerations for neurodiverse learners and neuro-affirming spaces.
3.    Explore principles and frameworks that support neuro-affirming spaces.
4.    Identify neuro-affirming classroom strategies .
5.    Reflect on self-awareness, mindfulness, and other support mechanisms essential for nurturing healthy minds and a neuro-affirming classroom .
 
This engaging workshop caters primarily to teachers, faculty, administrators, counselors, and instructional designers seeking fresh perspectives regarding inclusionary pedagogy grounded in empathy and respectful dialogue. Upon completion of the session, attendees should walk away equipped with ideas and strategies they may implement immediately.

Presenters: Teukie Martin, Nikkia Borowski, Meaghan Krazinksi, and Nate Hughes, Syracuse University

For doctoral students, attending and presenting at conferences is considered an essential component of the job. However, for neurodivergent students, navigating travel, conference, and networking spaces can present significant challenges, leading to emotional distress, meltdowns, and burnout. With program expectations centered around neurotypicality, neurodivergent students are often pressured to sacrifice their mental and physical well-being in order to be perceived as competent by their peers and supervisors. This distress may be particularly compounded for high-masking and late-diagnosed individuals who find it difficult to identify their needs and ask for support. In this panel presentation, a group of neurodivergent doctoral students will reflect on their experiences of conference travel. Although each panelist experiences their neurodivergence differently, common threads include: navigating transportation and lodging, inaccessibility in conference programming, difficulty finding safe foods, social challenges, anxiety, and the financial burden of traveling while neurodivergent. In addition to their struggles, students will share what they have learned through their travel experiences, including what has worked, and what has not, as well as how programs and faculty can make such experiences more accessible for neurodivergent students. Additionally, students will describe how they have built intentional care networks amongst themselves as a form of peer social support. Audience members will benefit from the opportunity to consider the logistics of travel from a neurodivergent perspective, including challenges and solutions they might not have otherwise considered. Professionals working closely with neurodivergent students, including faculty and student support providers will benefit from this session. Additionally, neurodivergent people in roles that require frequent travel may find it affirming and informative.

Presenters: Margaret Janse van Rensburg, Autism, Neurodiversity and Academic Achievement (AIDAN) lab, University of Alberta, and Tara Connolly, Carleton University

Individuals face significant challenges in accessing neurodivergent affirming, inclusive, and strengths-based mental health care. Autistic and neurodivergent individuals often report barriers to accessing mental health care, diagnostic overshadowing in mental health settings, or face communication challenges with those who try to provide mental health care. Furthermore, some mental health strategies used for neuro-normative populations may not facilitate wellbeing for neurodivergent and Autistic people (Adams & Young, 2021; Albaum et al., 2022; Au-Yeung et al., 2019; Camm-Crosbie et al., 2019). Drawing upon insights from community-informed research and counselling practice expertise, this breakout session offers community members, practitioners, teachers, and organizations an opportunity to learn and identify approaches to supporting mental health through a neuroinclusive lens. In this session, a three research themes will be outlined with practical examples given. First, willingness to adopt a neuroinclusive lens will highlight all people’s capacities to supporting mental health for divergent neurotypes (e.g., Autistic, ADHD) and we will cover major mental health concerns and how to identify signs of stress rising. Second, we will encourage all attendees to look into their own “support toolbox” , highlighting the use and importance of flexible and individualized approaches to supporting mental health. Finally, we will cover the importance of self-care for those who are providing support in a way that prevents burnout and facilitates longevity in supporting mental health of people of divergent neurotypes. Research, supported by practice knowledge will facilitate attendees in supporting mental health and wellbeing using strengths- and neurodivergent affirming practices.  

Presenter: Esther Son, College of Staten Island and CUNY Graduate Center

This presentation aims to share the findings from a study investigating the mental health challenges that underserved neurodivergent children and young adults experienced during the COVID-19 pandemic in the NYC region in a specific cross-section of double-discrimination (i.e., being an Asian American and a neurodivergent). Previous research indicated that children with autism spectrum disorders (ASD) and developmental disabilities (DD) have a co-occurring mental health disorder, and their mental health has worsened during the pandemic; however, many healthcare providers feel unprepared to serve children with complex co-occurring conditions. As such, this presentation will also explore the extent to which the mental health crisis among neurodivergent children and young adults and mental health crisis care services and systems for the population by reviewing the previous literature. 
A quantitative, exploratory, descriptive, and explanatory study using a survey was conducted to examine the impact of COVID-19 on Korean immigrant families of children and young adults with ASD/DD in the NYC region compared with their counterparts (N = 53) between August 2022 and December 2022. Convenience and snowball sampling were used to recruit participants collaborating with staff from community-based agencies and churches. Univariate and bivariate analyses were employed to summarize the prevalence of mental health conditions by socio-demographic factors during the COVID-19 pandemic. The findings show the increased percentages of having mental health conditions among children and young adults with ASD/DD before and during the pandemic, indicating the urgent mental health care needs and call for access and care for the population.

Presenters: Meaghan Krazinski and Teukie Martin, Syracuse University

Neurodivergent college students report experiencing loneliness and isolation (Gunin et al., 2021; Kuder et al., 2021). However, their experiences with traditional mental health services are not uniformly positive. While neurodivergence is a top area of concern for students seeking mental health services, it is also reported as a reason for discontinuing services. Counseling and other mental health services, operating from a normalizing, medicalized framework, may ultimately reinforce the same pressures to conform that cause mental distress for neurodivergent students. We contend this indicates a need for new types of “interventions” that seek to intervene and disrupt the dominance of neurotypicality. The Neurocurious programming at Syracuse University is an attempt to create such spaces that center embodied enactments of neurodivergent culture (Beck, 2023). We suggest approaches that implement peer support structures generated and invented by the community itself, affirming neurodivergent people as experts in their own lives (Frost et al., 2019). Created and implemented by two neurodivergent doctoral students, Neurocurious emerges from our experiential knowledge. The name intentionally de-centers diagnosis, honoring - and celebrating - experiences of self-discovery and self-diagnosis. Given that systemic inequities lead to the persistent underdiagnosis of certain groups, such as people of color and people assigned female at birth, spaces that invite students to explore their neurodivergence without shame and stigma are essential. Furthermore, students who already identify as neurodivergent uncover new layers of their neurology well into adulthood, often facilitated by contact with other neurodivergent people. Neurocurious brings neurodivergent students, staff, and faculty together to share in community, knowledge production, and joy. In this session, we will describe our intentions for Neurocurious, what we have learned along the way, and the importance of building capacity for spaces like Neurocurious. Program directors, faculty, mental health practitioners, and student support specialists may all benefit from this informative session. 

Presenters: J. Scates & Kelsey Reeder, Columbia University School of Social Work

This session will critically explore the relationship between academic rigor, executive function challenges, and burnout resistance among instructors and students throughout academia, particularly marginalizing and disabling the neurodivergent among us. Examining the existing academic landscape, we will discuss the following (and many more) innovative strategies and programming that bolster mental health and foster well-being for neurodivergent students within classroom, departmental, and institutional settings throughout the academy: generative assignment guidelines, outlined supports for neurodivergent ESL (English as a second language) students, integration of learning materials and formats catering to a range of learning styles, consideration of multiple means of representation and engagement in course content, flexibility in assessment methods, and ongoing evaluation and innovation. Using frameworks from the work(s) of disability justice activist Leah Lakshmi Piepzna-Samarasinha, we aim to push the academy from ‘supporting’ and ‘accommodating’ neurodivergence to building systems accessible to the disability and neurodivergence spectrums we all live upon. Educators, administrators, and mental health professionals will enhance their understanding of how academia’s traditional definitions of rigor inhibit all students, particularly neurodivergent students, from deep, experiential learning and comprehension. Instead, current conceptualizations and enforcement of ‘rigorous’ standards reinforce Paolo Freire's concept of the ‘banking model of education’, burnout, and ongoing marginalization. 

Presenters: Tejas Rao Sankar, nonspeaking autistic who spells to communicate and Cofounder, Crimson Rise; Susanne Cannella, Alliance Director, Crimson Rise, and Colleen McKeever, Licensed Mental Health Practitioner and S2C practitioner

Spelling to Communicate (S2C)  as an alternative means of communication for nonspeaking (nonverbal) people with autism. It is a method that teaches the purposeful motor to point to letters on a letter board or keyboard. 

The incidence of autism currently stands at 1 in 36 children in the United States (according to the CDC), an estimated 35% of whom have minimal, unreliable or no capacity to speak and communicate. 

Each presenter will share their individual narrative that explains the following outcome: As Tejas gained communication, with the coaching and support of Susanne Cannella -  his S2C practitioner, he began to request and ask for mental health counseling from Colleen McKeever. His therapy sessions, because of his access needs always included his Susanne, S2C practitioner. Tejas after a while of receiving therapy, advocated for his need to be able to exercise his autonomy and access therapy for himself, directly with his counselor. This led to Colleen McKeever, training to be an S2C Practitioner to meet Tejas’ autonomy needs.  And for Tejas to petition for a change in S2C practice norms with the International Association of Spelling to Communicate to allow for practitioners with dual licensing and registrations to provide therapy directly to nonspeaking autistics.

Presenters: Haley Clark, Adrianna Arsenault, and Patty Douglas, Queen's University

Neurodivergent students experience a disproportionately higher rate of mental health struggles compared to their neurotypical peers, significantly impacting their well-being (Clouder et al., 2020). With the increase in neurodivergent students entering higher education (Clouder et al., 2020), there is a pressing need to establish safe and affirming school environments in these institutions. To transcend deficit narratives of difference entrenched in the neurotypical capitalist roots of higher education (Chapman, 2023; Dolmage, 2018), a paradigm shift toward affirming approaches including the prioritization of student safety is required. The neurodiversity paradigm, advanced by the neurodiversity movement, advocates for the acceptance and reclaiming of neuro-differences as valid and valuable to living and learning together (Kapp, 2020). This paradigm offers crucial and novel insights into improving mental health and well-being with and for neurodivergent students.

In all, we highlight the urgent need for advancements in social and educational inclusion, compassion, and new, affirming understandings of difference for the overall well-being of students in higher education, vital for student success and flourishing.

Presenters: Samantha Collado, AHRC-NYC

My topic is about more staff trainings on inclusion in the workplace. This topic is very important to me because workplaces hire different individuals with special needs, and staff should get a training on proving a safe environment. Also learning, about how to work with staff with special needs. This topic is very important to be because cases of discriminating against a person with a disability is continuously happening. People need to be held accountable for their actions , and informed of common disabilities that people may have in the workplace. I'm looking to speak on this issue, and start the conversation of employers providing the adequate trainings and a safe space.  

Presenters: Ludmila Praslova, Julius Towers, Deborah Shukyn-Plageman, and Meena Reher-Kelkar, Vanguard University of Southern California

This presentation will explore mental health and neurodivergence in the context of barriers to workplace employment and organizational participation and (b) potential interventions (e.g., supports/accommodations) to the same through an intentionally neurodivergent lens and in an intersectional context (e.g., neurodivergent + gender + class). Neurodivergent people experience many barriers to employment access and success. Often, these barriers are made even more impenetrable by intersectional marginalization (Praslova, 2022). In this panel presentation, four neurodivergent professionals will discuss their experiences with intersectional neuro inclusion barriers, such as rigid social norms and inaccessible spaces, their impact on mental health and wellbeing, and the potential solutions. 

The presentation will primarily apply a narrative, qualitative approach and interrogate the subject matter through a set of questions/conundrums from the perspective of neurodivergent+ (i.e., neurodivergent & additional minoritized identity characteristic(s)) presenters from a diverse spectrum of lived experiences, educational/professional backgrounds, substantive expertise and foci, in order to create a multifaceted view of the central topic. 

The presenters will discuss their individual experiences under (a) and offer personal/group observations and suggestions under (b) that will be practical-oriented, focus and celebrate neurodivergent+ strengths, resilience, and adaptation. Doing so situates the presentation from a real life, authentic perspective as opposed to largely theoretical one, which while useful in problematizing the issue, may come across as excessively amorphous and academic in scope.   the presenters believe will resonate with, and be accessible to, a broad swath of conference attendees, especially those who are neurodivergent/neurodivegent+. Moreover, the neurodivergent+ composition of the presentation panel addresses the pervasive lack of neurodivergent/neurodivergent+ individuals leading discussions on neurodiversity. 

Presenters: Louis A. Rotondo & Bertram O. Ploog, College of Staten Island

In this presentation, we will discuss Behavior Analysis and its positive implication for neuro-diversity. Aligning within the aspirations of the neuro-diversity movement, we will present behavior analysis, specifically Applied Behavior Analysis (ABA), as it reflects a person-centered and evidence-based methodology, which focuses on respect for individual differences and is science-based with the goal of offering interventions that are to the individual’s benefit. The presentation will challenge the common misconceptions about ABA. This presentation will cover both research and clinical practice and will be offered from a scientist/practitioner model of understanding. The purpose of this presentation is to deliver knowledge and understanding to a broad audience including activists and advocates in the neuro-diversity movement and people with a vested interest in autism. The intention of the presentation is to provide education, increase understanding, overcome misconceptions, and to open up a debate on ABA’s relation to autism. Our presentation most likely falls under the topic of "social inclusion" and within the category of “best practices in mental health and wellness” and "research about neuro-divergent students." 

Presenters: Liliana Valvano & Laura Graham-Holmes, Hunter College

Substance use disorders (SUD) are a significant problem in the U.S. Autistic people who use substances, particularly those with co-occurring ADHD, may be at a higher risk for developing SUD versus non-autistic people. SUD can have pervasive impacts on a person’s transition to adulthood, employment, relationships, mental, and physical health. Thus, preventing and treating SUD among autistic people is critical for mental health and wellness. Although SUD interventions for adults exist, to date, none have been adapted to be accessible and relevant for autistic people. 

To address this need, we developed the ADAPT intervention. ADAPT is a 6-week, online, group-based psychoeducation workshop, co-facilitated by at least one clinician and one autistic community member. ADAPT uses a harm reduction approach centering self-determination, and was adapted from an existing SUD intervention program in collaboration with five autistic adults who have experienced SUD. ADAPT includes didactic and discussion-based content, allowing autistic participants to feel connected with others and work together to formulate coping strategies. Content includes substance use norms, developing individual goals, enhancing motivation, coping with substance use urges, creating a supportive social network, and aspects of being autistic that may contribute to substance misuse, such as interoception difficulties, sensory sensitivity, alexithymia, social anxiety, and burnout. ADAPT centers accessibility by telling attendees what to expect, co-creating group norms for clear social expectations, and employing a variety of opportunities for participation e.g., verbal participation, chat participation, polls, take-home worksheets, smaller break-out rooms, and group brainstorming on a google document.

Presenters: Cassandra Evans, Ph.D. and Becca Joy Stout, M.S., CUNY School of Professional Studies

Wilson and Dallman (2024) note that neurodivergent students have only a 39 percent graduation rate in higher education. This number does not align with what educators anticipated national disability inclusion laws would promote. Nor does it align with “CUNYverse”  best practices.  

What is being done to bridge this gap? Neurodivergent students themselves indicate a need for greater “awareness and acceptance on campuses to address stigma and mitigate some of the social difficulties they experience” (Wilson and Dallman, 2024).  At the same time, faculty facilitating skills-based courses need guidance. Knowledge about neurodiversity, mental health disabilities and autism have increased, but attitudes and assignment-based inclusion are not always in line with reported awareness.  Re-design may start from these entry points:
•    How can pathologized minds remain comfortably on the periphery and yet also be allowed to thrive as what Janis Jenkins (2015) refashioned as “extraordinary minds.”  
•    How can we promote student-centered spaces for neurodiverse graduate students while still giving them realistic expectations of deadline-heavy professions?

Cassandra Evans, Ph.D., Adjunct Assistant Professor in Disability Studies at CUNY School of Professional Studies moderates a panel of SPS graduate grant writing students who identify as neurodivergent, who are thinking in terms of their own mental health, their social inclusion, and their supports while simultaneously navigating a rigorous and time-sensitive graduate school course: Grant writing.