Abstract

An increasing number of students in Higher Education are neurodivergent, shaping and challenging the practices of how staff teach in Higher Education. This chapter seeks to outline why Higher Education staff should meet the needs of neurodivergent students, and how this can be done. This chapter begins by outlining the relationship between biodiversity and neurodiversity is outlined and definitions are provided for neurodiversity and related terms. Second, barriers neurodivergent students may face. Finally, Universal Design for Learning is presented as a vehicle for inclusive and accessible practice, with clear examples of how this relates to neurodivergent learners. The chapter thematically reports the needs of neurodivergent learners based on both the knowledge and experience of the authors, as well as from other neurodivergent students. The themes are: considered communication; technological assistance; be predictable and meet expectations; normalise everyone’s needs (or rather, normalise neurodivergence).