Knowledge Bank

As neurodivergent librarians, we are well aware that the traditional classroom structure doesn’t always meet our neurodivergent students where they are. Through the discovery of our own neurodiversity and newly recognized cognitive needs, we refined our own teaching practices to be more equitable and to extend more intentional empathy toward our students. With this in mind, we have continued our previous best practices using universal design for learning (UDL), but shifted our practice to create an even more inclusive and brave space to begin or continue the process of learning with librarians.

In this chapter, we share techniques that can be adapted from one-shot sessions through to full credit-bearing courses, for traditional and non-traditional students alike. With a focus on Empathetic Pedagogy, we begin by outlining practices that emphasize mindful teaching, deliberate interventions, and a positive shift in perspective in perceiving learners, particularly those who are neurodiverse. This includes UDL techniques, such as scaffolding to enhance the acquisition of knowledge, providing resources in multiple formats, and varying the types of assignment submissions. We also share strategies for fostering a supportive teaching environment during high-stress periods of the semester. This includes effective approaches to offering assistance and creating space for students to express emotions, even those considered 'undesirable,' as they can contribute to persistence and learning.

We also incorporate the use of open pedagogy to promote learner agency and ensure equitable access to resources. Open pedagogy prioritizes creating brave spaces for learning, prioritizing care and compassion. Open pedagogy offers three major benefits for students with neurodiversity.

Fostering student autonomy throughout instruction empowers learners to engage with course content according to their preferences and strengths, promoting greater success and achievement. This approach proves beneficial for students exhibiting a Persistent Drive for Autonomy or Pathological Demand Avoidance (PDA) profile, allowing them the flexibility to choose their preferred methods of engagement. Scaffolding conceptual frameworks and technological tools throughout the learning experience equips students with the essential support necessary for their success. Additionally, it offers the opportunity to provide supplementary context they may need, ensuring a comprehensive understanding of the subject matter. Empowering students as content creators not only enhances instructor-student relationships by spotlighting student expertise and autonomy but also serves as a platform to cultivate empathy. This is achieved through intentional check-ins at the commencement and conclusion of each class, building a continuous thread of connection throughout the entire learning journey.

To round out these strategies, we recommend adopting the addition of learning technology into our lessons that intentionally aids students battling executive dysfunction to fully embrace an empathetic pedagogical approach to teaching for neurodivergent students.

Our hope is for our readers to become more reflective in their current teaching practices, finding ways to incorporate these strategies into their own. With a gentle and slow shift in the ways we approach our teaching, we aim for the field as a whole to become more friendly to the neurodiversity of both our student populations, as well as our colleagues.