Saltar al contenido principal
Elsevier

Neuroinclusive Teaching Strategies, Course Design, and Student Support in Higher Education

  • 1 Edición - 1 de noviembre de 2026
  • Última edición
  • Editores: Meera Rastogi, Patricia Goedl, Lori B. Vincent
  • Idioma: Inglés

The Handbook of Evidence-based Neuroinclusive Teaching, Course Design, and Student Support in Higher Education: Promoting Evidence-Based Neuroinclusive Teaching, Course Design, an… Leer más

Descripción

The Handbook of Evidence-based Neuroinclusive Teaching, Course Design, and Student Support in Higher Education: Promoting Evidence-Based Neuroinclusive Teaching, Course Design, and Student Support in Higher Education is a comprehensive handbook addressing the critical research-to-practice gap in post-secondary education for neurodiverse students by providing actionable, evidence-based practices aimed at fostering neuroinclusive environments. Recognizing the emerging field of neurodiversity studies, this book challenges traditional norms shaped by a neurotypical viewpoint and promotes a deeper understanding of cognitive diversity. With a holistic approach, it explores three essential pillars: teaching, support services, and community partnerships, including critical resources. Readers will learn to implement strengths-based instructional methods, design equitable course structures, and develop effective support systems tailored to neurodiverse learners. Covering foundational concepts and instructional strategies, this handbook serves as a vital resource for educators committed to enhancing the educational experiences and outcomes of all students.

Puntos claves

  • Implements practical guides that provide step-by-step instructions for applying evidence-based practices
  • Explores case studies and best practices from diverse institutions showcasing successful neuroinclusive initiatives and their impact
  • Incorporates interdisciplinary perspectives with contributions from experts across various fields, including psychology, education, and neuroscience, offering a well-rounded view of neuroinclusivity

De interès para

Professors, instructors, and researchers looking to enhance their understanding of neurodiversity and implement effective teaching strategies

Índice

Part I: Foundations of Neurodiverse Education

1. Overview of neurodiversity

2. Diversity, Equity, Inclusion, Belonging, Univeral Design for Learning, and Neuroinclusive Education

3. Strength-based approaches to course design

4. Designing college courses for neuroinclusive excellence: Structure, equity, success.

Part 2: Theory to Practice: Teaching and Instruction

5. Executive functioning and the multiple means of expression principle of Universal Design for Learning (UDL)

6. Applying Cognitive Load Theory to Instructional Design

7. Metacognition

8. Scaffolded course design for large introductory courses: Reimagining rigor to reflect the strengths of neurodiverse learners

9. Neuroinclusive Student-Centered Agency / On Student-Centered Implementation for Neuroinclusive Agency  

Part 3: Neuroinclusive Excellence Across Campus

10. College life, transitioning, and success

11. Creating a sensory-friendly university

12. Mental Health and Wellbeing of Neurodiverse Learners

13. Student supports (advising, coaching, tutoring, mentoring, library, resident halls, technology, etc.) 

Part 4: Preparing for Employment 

14. Building Inclusive Spaces and Fostering Neuroinclusive Learning Through Cooperative and Experiential Learning Strategies

15. Coop and post-graduation employment services in the STEM Field

16. Best practices Coop and post-graduation employment services

Part 5: Looking Forward

Detalles del producto

  • Edición: 1
  • Última edición
  • Publicado: 1 de noviembre de 2026
  • Idioma: Inglés

Sobre los editores

MR

Meera Rastogi

Meera Rastogi, PhD, ATR-BC, LPAT is a multiple award-winning instructor, licensed psychologist, board certified art therapist, and professor at the University of Cincinnati, Clermont College. She completed a Learning Differences and Neurodiversity Postbaccalaureate Certificate which furthered her passion for creating equitable and engaging environments that support all students.

Afiliaciones y experiencia
University of Cincinnati, Clermont College, Batavia, Ohio, USA

PG

Patricia Goedl

Patricia Goedl, PhD, is a neurodivergent, award‑winning Professor of Accounting at the University of Cincinnati, Clermont College. She holds a PhD and is a Certified Public Accountant (CPA). She has also earned a post‑baccalaureate certificate in neuroinclusive education, which strongly shapes her approach to teaching and program design.

Afiliaciones y experiencia
Professor of Accounting, University of Cincinnati, USA

LV

Lori B. Vincent

Lori B. Vincent, PhD, BCBA-D, is a licensed psychologist, certified behavior analyst, and an Assistant Professor of School Psychology at the University of Cincinnati. She has worked with neurodivergent children, adolescents, adults, and their families for over 20 years in home, school, community, clinic, and medical settings.

Afiliaciones y experiencia
Assistant Professor, School of Psychology, University of Cincinnati, USA