University of Michigan: Resources and Support for Neurodiverse Students

The University of Michigan is committed to fostering a diverse and inclusive environment where all students can thrive. Recognizing the unique strengths and challenges of neurodiverse individuals, the university offers a range of resources and support services designed to promote academic success, personal growth, and a sense of belonging.

Understanding Neurodiversity

Neurodiversity refers to the natural variation in human brain function and behavioral traits. It encompasses a wide range of neurological differences, including autism, ADHD, dyslexia, and other learning differences. A neuroinclusive environment celebrates these differences and provides the necessary support for neurodivergent individuals to succeed.

Comprehensive Support Services

The University of Michigan provides a multi-faceted approach to supporting neurodiverse students, addressing their academic, social, and emotional needs.

Services for Students with Disabilities (SSD)

Students who have a physical, medical, or mental condition that impacts their experience as a student, and/or are seeking academic accommodations should connect with SSD. Coordinators work with students to determine reasonable accommodations for barriers encountered due to disability. SSD plays a central role in ensuring equitable access to education for students with disabilities. SSD coordinators work collaboratively with students to identify and implement reasonable accommodations that address barriers encountered due to disability. These accommodations may include:

Testing accommodations: Extended time, reduced distraction environments, or alternative formats.
Classroom accommodations: Preferential seating, note-taking assistance, or access to assistive technology.
Assignment accommodations: Flexibility in deadlines or alternative assignment formats.

Students seeking accommodations should contact SSD to initiate the process.

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Testing Accommodation Centers (TAC)

The Testing Accommodation Centers (TAC) are available to proctor exams for students with accommodations approved through Services for Students with Disabilities. Students must communicate in advance with instructors before scheduling to use the TAC. More information for students is available here. Faculty should refer to the Faculty page. The University of Michigan provides dedicated Testing Accommodation Centers (TAC) to facilitate the administration of exams for students with approved accommodations. These centers offer a controlled and supportive environment, ensuring that students can demonstrate their knowledge and skills without unnecessary barriers. Students must communicate in advance with instructors before scheduling to use the TAC.

Assistive Technology Resources

Assistive Technology Resources list tools that support disabled students in having a more equitable educational experience. Recognizing that technology can play a transformative role in leveling the playing field, the University of Michigan provides access to a variety of assistive technology resources. These tools are designed to support students with disabilities in having a more equitable educational experience. Examples of assistive technology include:

Screen readers: Software that converts text to speech, enabling visually impaired students to access digital content.
Speech-to-text software: Technology that allows students to dictate their thoughts and ideas, facilitating writing and note-taking.
Text-to-speech software: Technology that reads digital text aloud.
Note-taking software: Tools that help students organize and review lecture material.

Adaptive Sports & Fitness Program

The Adaptive Sports & Fitness Program increases awareness about, knowledge of, access to, and participation in adaptive sports and fitness among people with and without disabilities at the University of Michigan and in the greater Ann Arbor community. It is open to students, faculty, and staff. The University of Michigan offers an Adaptive Sports & Fitness Program. This program promotes inclusivity and wellness by providing opportunities for individuals with and without disabilities to participate in sports and fitness activities.

Neurodiversity Initiatives and Programs

Beyond direct support services, the University of Michigan actively promotes neurodiversity awareness and understanding through various initiatives and programs.

Linguistics Initiative on Language, Disability, and Neurodiversity

The University of Michigan Department of Linguistics Initiative on Language, Disability and Neurodiversity was made possible by a generous gift through the Larry Motola Linguistics Fund, established to support the development of curriculum projects and research related to cognitive process and conditions, and their interaction with language and neurodiversity. One component of this initiative is an ongoing seminar series that started in Fall of 2022. Events in this series are listed below. The Department of Linguistics has launched an initiative focused on the intersection of language, disability, and neurodiversity. This initiative, supported by the Larry Motola Linguistics Fund, aims to:

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Develop curriculum projects related to cognitive processes and conditions.
Conduct research on the interaction between language and neurodiversity.
Promote awareness and understanding of neurodiversity within the university community.

One component of this initiative is an ongoing seminar series that started in Fall of 2022. Events in this series are listed below.

Support Coaching

Support Coaching is for neurodivergent students figuring out how to make college life work for them-in ways that feel more sustainable, less draining, and more aligned with how they naturally think and operate. Support Coaching is autism and neurodiversity affirming, which means there is no plan to “fix” or change anything about students. Support Coaching is not academic advising, personal counseling, or tutoring. The University of Michigan offers Support Coaching specifically designed for neurodivergent students. This coaching program provides personalized guidance and support to help students navigate the challenges of college life in ways that are sustainable and aligned with their individual strengths and needs. Support Coaching is autism and neurodiversity affirming, which means there is no plan to “fix” or change anything about students. Support Coaching is not academic advising, personal counseling, or tutoring.

Key aspects of Support Coaching

Self-Awareness and Acceptance: Coaching is a self-reflective practice. Coaching helps students develop self-awareness and acceptance of their neurodivergent identities.
Leveraging Strengths: Coaching is great for identifying strengths. Neurodiverse individuals often have excellent skills like pattern recognition, attention to detail, creativity, and problem-solving. Coaching helps students identify and leverage their unique strengths. Neurodiverse individuals often have excellent skills like pattern recognition, attention to detail, creativity, and problem-solving.
Building Coping Strategies: Everyone faces challenges, but neurodiverse individuals might be more likely to struggle with communication, organization, or time management. Coaching can help you develop practical strategies customized to your needs. Coaching assists students in developing practical coping strategies to manage challenges related to communication, organization, and time management.
Building Emotional Intelligence: Coaching also helps you improve your emotional intelligence, making it easier to understand and manage emotions. Coaching helps students improve their emotional intelligence.
Goal Setting and Achievement: Setting and achieving goals becomes much easier with coaching. Coaching supports students in setting and achieving their academic and personal goals.
Promoting Self-Advocacy: Coaching encourages you to stand up for yourself, ask for what you need, and make sure you are getting the support you deserve. Coaching encourages students to develop self-advocacy skills, empowering them to seek the support they need.

Support Coaching appointments are about 30 minutes long and can be made over Zoom or in the DASS office in the University Pavilion. They can be made as-needed or recurring throughout the semester. Support Coaching appointments are flexible and can be scheduled as needed or on a recurring basis, either in person or via Zoom.

Neurodiversity Conference

With the generous support of our institutional sponsors, we are excited to bring you a conference that focuses on building awareness and support for the University of Michigan’s community that navigates the challenges of neurodiversity. As we worked on the project, we have learned that there are many in our community who navigate, interact, and experience the invisible variations of capabilities and communication within neurodiversity. The University of Michigan hosts conferences focused on building awareness and support for the neurodiverse community. These events bring together students, faculty, staff, and community members to share knowledge, experiences, and best practices.

Creating a Neuroinclusive Environment

The University of Michigan recognizes that creating a truly neuroinclusive environment requires a collective effort. The university encourages faculty, staff, and students to:

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Educate themselves about neurodiversity: Understanding the diverse range of neurodevelopmental conditions and their impact on individuals is crucial for fostering inclusivity.
Challenge assumptions and stereotypes: Neurodivergent individuals are often subject to misconceptions and biases. It is important to challenge these assumptions and recognize the unique strengths and talents of each individual.
Use inclusive language: Employing respectful and person-centered language is essential for creating a welcoming and affirming environment.
Promote universal design principles: Applying universal design principles in classrooms, workspaces, and events ensures that spaces are accessible and inclusive for all.
Listen to and learn from neurodivergent individuals: Centering the voices and experiences of neurodivergent individuals is paramount in creating effective and meaningful support systems.

Faculty and Staff Resources

The University of Michigan provides resources and training for faculty and staff to enhance their understanding of neurodiversity and promote inclusive practices in their respective roles. These resources may include:

Workshops and training sessions: Providing educators and staff with the knowledge and skills to effectively support neurodiverse students.
Consultation services: Offering guidance and support to faculty and staff on creating inclusive learning and working environments.
Best practice guides: Sharing evidence-based strategies for supporting neurodiverse individuals in academic and professional settings.

External Partnerships and Collaborations

The University of Michigan collaborates with external organizations and experts to enhance its neurodiversity initiatives and expand its reach. These partnerships may involve:

Research collaborations: Conducting research to advance the understanding of neurodiversity and develop effective interventions.
Community outreach programs: Engaging with local communities to raise awareness and promote inclusion.
Knowledge sharing and dissemination: Sharing best practices and resources with other institutions and organizations.

The Importance of Language

There can be much to discuss and learn about language when referring to neurodiverse and disabled populations. However, I think it can be valuable to simplify this topic, as getting caught up in the semantics of language can derail the importance of providing supports. Person-first versus identity-first language matters to individuals with neurodiverse and disabled identities. Person-first language often is preferred by populations where the disability or condition is less tied to whom the individual identifies being and is often the default in the medical model (e.g., person with Down syndrome, person with Parkinson’s disease). Identity-first language is often preferred by populations where their neurodiversity or disability is an integrated part of who they are (e.g., Autistic, dyslexic, deaf). I encourage prioritizing asking individuals their preference (or caretakers of individuals, if appropriate). In all cases, it is an individual’s choice what their preference is. I will default to an identity-first language to support strength-based versus deficit-based thinking, and maintaining disability as a positive cultural identity (AUCD). But I respect this is not the preference of all, and valuing their choice matters. The University of Michigan recognizes the importance of using respectful and inclusive language when referring to neurodiversity and disability. While preferences may vary, the university generally defaults to identity-first language to promote strength-based thinking and affirm disability as a positive cultural identity.

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