Overview

The growing population of neurodiverse college students prompts new approaches to support their success and change traditional student services and collegiate experiences. Chapters cover tutoring, learning supports, academic coaching and advising, career services, residential living, and classroom experiences that impact and assist these students.

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9781538137376

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This volume, edited by Elizabeth M. H. Coghill and Jeffrey G. Coghill, offers an introduction to supporting students with neurodiversity, geared toward academic library staff. Contributions discuss neurodiversity and self-advocacy and take a deep look at different campus departments (libraries, residence life, academic advising, etc.). The book makes clear that academic supports for neurodiverse students are different in higher education than they are in a K-12 setting, and that students may need help with the transition. Across the contributions, there is a sustained focus on Universal Design for Learning and other conceptual models that may help ensure that library spaces and services are welcoming to neurodiverse students. Case studies between each chapter describe ways that departments on different college and university campuses have taken neurodiversity into consideration. VERDICT: A thoughtful exploration of ways for campus staff to provide helpful services to neurodiverse students.-- Library Journal

As more neurodiverse students enter college, librarians, faculty, and staff will need to create an environment where these students can learn and thrive. This book is one resource that can help with that goal. This volume, edited by Elizabeth M. H. Coghill and Jeffrey G. Coghill, offers an introduction to supporting students with neurodiversity, geared toward academic library staff. Contributions discuss neurodiversity and self-advocacy and take a deep look at different campus departments (libraries, residence life, academic advising, etc.). The book makes clear that academic supports for neurodiverse students are different in higher education than they are in a K-12 setting, and that students may need help with the transition. Across the contributions, there is a sustained focus on Universal Design for Learning and other conceptual models that may help ensure that library spaces and services are welcoming to neurodiverse students. Case studies between each chapter describe ways that departments on different college and university campuses have taken neurodiversity into consideration. VERDICT: A thoughtful exploration of ways for campus staff to provide helpful services to neurodiverse students.

Author Information

Elizabeth Coghill has served as the inaugural director of the Pirate Academic Success Center at East Carolina University for the past eleven years. An experienced higher education administrator, her research and practice interests focus on the academic and social success of marginalized student populations: neurodiverse learners, students of color, first generation, economically disadvantaged, and military affiliated students. Dedicated to the academic achievement of collegiate students, she is an early adopter of Universal Design for Learning (UDL) techniques imbedded within a learning center. She has over 25 years of experience in higher education in learner support services, academic advising, registrar, systems training, career development, and admissions. Jeffrey Coghill is outreach librarian and director of Eastern AHEC Library Services since 2009 at Laupus Library at East Carolina University. From 2001–2009, he was collection development librarian at Laupus. As the outreach librarian, C helps healthcare professionals find the best information so they can help their patients get better.

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