Overview

Neurodiversity and its challenges require a collective effort of support and understanding in education, especially in college communities. Collaborative approaches in understanding and engaging students, faculty, staff, and administrators can create safe environments where neurodivergent individuals feel valued and supported. By acknowledging the strengths and challenges that come with different cognitive styles, colleges can implement strategies that not only accommodate students with conditions like autism, ADHD, and dyslexia, but also promote a richer, more diverse academic experience for everyone. Fostering a Community of Success for Neurodivergent Collegiate Students explores various aspects of neurodiversity on college campuses, with a focus on collaborative initiatives that promote inclusivity, foster community engagement, and support the successful transition to college and the workplace for neurodivergent individuals. It highlights the collaborative efforts to create truly inclusive environments where neurodivergent students belong. Covering topics such as accessibility, self-advocacy, and university experiences, this book is an excellent resource for administrators, faculty members, program directors, curriculum designers, and more.

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Carol Rogers-Shaw , Ph. D., is an adjunct professor of Educational Administration at the University of Dayton. Dr. Rogers-Shaw earned a doctorate in Lifelong Learning and Adult Education from Pennsylvania State University. She is the co-editor of , an international, peer-reviewed, adult education practice-oriented journal. Carol taught secondary school English for over 30 years, she is the mother of a Neurodivergent adult, and her experiences with Neurodivergent adolescents led her to concentrate on work that highlights the strengths of all learners. Her research focuses on expanding adult educational inclusion for learners with disabilities, transition and support for Neurodivergent learners in postsecondary education, graduate and doctoral study, Universal Design for Learning, imposter phenomenon, profound learning, and spirituality. (carshaw33@gmail.com) Tulare Williams Park , D. Ed. Candidate, ACSW, LSW, MSW, is an assistant professor of Social Work at Commonwealth University of Pennsylvania – Lock Haven. In addition to teaching and academic advising, she has practiced in student support roles and directed the Disability Resources Office. She also has professional experience in the corrections system and community-based mental health. Tulare is currently a doctoral candidate in Lifelong Learning and Adult Education at Penn State University. Her research interests include the emotional and relational experiences of adult learners, social work education, distance education, mental health, adult learner support, and disability studies. (tpark@commonwealthu.edu) Kayla D. Mohney , Ed.D., is an associate professor within the department of exceptionality programs at Commonwealth University of Pennsylvania - Lock Haven. Dr. Mohney taught at a private school for students with exceptionality for seven years, working exclusively with students with extensive support needs prior to starting to work in higher education in 2014. She has taught a variety of courses including foundation and advanced special education teacher preparation courses which focus on supporting students with complex learning needs. Her research interests include test related anxiety reduction strategies, transition to post-secondary education for Neurodivergent learners, and disability inclusion and equity practices in higher education settings. (kayla.mohney@gmail.com) Kari Sheward is the Vice President of Behavioral Health and Clinical Services for Tangram, Inc. She previously acted as Clinical Director for several autism clinics across Central Indiana. She worked in the mental health field as a crisis therapist for several years. When her youngest son received an autism diagnosis, she returned to school and earned her Board Certification in Behavior Analysis. Kari holds an undergraduate degree in psychology from Ball State University and a master's degree in psychology with a specialization in Applied Behavior Analysis from Purdue Global. Kari is currently a doctoral candidate in the University of Dayton's Leadership for Organizations program. Her research interests include transition programming for Autistic students and creating a sense of community on college campuses for Neurodivergent students. (shewardk1@udayton.edu)

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