Supporting Neurodivergent Learner's Transition to Higher Education

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Author(s): Wanda Hadley (Western Michigan University, USA), Ernest Y. Amoateng (Western Michigan University, USA)and Aaron Y. Mapondera (Western Michigan University, USA)
Copyright: 2025
Pages: 20
Source title: Tools and Techniques for Aspiring College Presidents
Source Author(s)/Editor(s): Quincy Martin III (Governors State University, USA), Deborah Baness King (Governors State University, USA)and Matthew A. Cooney (Governors State University, USA)
DOI: 10.4018/979-8-3693-7748-2.ch010

Keywords: Education / Educational Administration and Leadership / Higher Education / Information Science Reference

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Abstract

It is important for college presidents, university administration, and faculty to know that students diagnosed as neurodivergent or having specific learning disabilities are the fastest growing underrepresented population attending colleges and universities after graduating from high school. Although there is growing enrollment in colleges and universities of students diagnosed with learning disabilities, their persistence to degree completion rates is low. University administration should know counseling centers and academic advising services are essential supports needed by this student group. This chapter offers the medical definition of neurodivergent student populations and describes the legal mandates that oversee their educational progress as they transition from high school to college. This information is important for university presidents, administration and faculty to know as students with learning disabilities access higher education.

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Supporting Neurodivergent Learner's Transition to Higher Education

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