Over the last couple of decades, we’ve seen an explosion of books and articles about what’s often called “brain-based learning,” as neuroscientists and cognitive psychologists study and explain what circuits are firing when a student tries to memorize a fact or solve a problem.

Without question, this scholarship has been a boon to teachers seeking to improve their practices. But there is a caveat: Not all brains think alike.

Researchers call this neurodiversity, and it refers to the notion that every population will include people who have a range of ways of thinking, learning, and feeling.

Author of the forthcoming book An Introduction to Neurodiversity for Educators, faculty development expert Sarah Silverman talks with us about challenges students who learn differently might face in the classroom and how instructors can foster environments where everyone has an opportunity to thrive.

Key Topics Discussed:

Sarah’s Ph.D. in entomology—and her journey from studying insects to working in the area of teaching and learning with a focus on neurodiversity
The origin of the term neurodiversity to describe the full range of cognitive differences among humans as well as the meaning and use of the related terms neurodivergent, neurotypical, and neurodiverse
How the neurodiversity movement emerged out of the desire of autistic people to be accepted rather than “cured” and the ways that influences Sarah’s work with faculty
Real-world examples, including from her own experiences as someone who is neurodivergent, that illustrate the value of instructors connecting with students to get a fuller picture of who they are
Ways instructors might support neurodivergent learners who are encountering challenges
Access friction—i.e., when the access needs of one person or group come into conflict with those of another—and how being flexible can help instructors approach such situations
The value of having students themselves help you find solutions (and why it’s okay if they’re not utopian)

Guest Bio: Sarah Silverman is an independent scholar and faculty developer focusing on neurodiversity and accessibility in higher education. In her work on many different campuses, she helps faculty better understand how neurodiversity impacts teaching and learning and how to balance many different needs among instructors and learners. Her book An Introduction to Neurodiversity for Educators will be published next year by the University of Oklahoma Press as part of the Teaching, Engaging, and Thriving in Higher Ed Series, which is edited by Designed for Learning host Jim Lang and Michelle Miller.

Resources Mentioned:

Sarah’s Substack Newsletter: Beyond the Scope
Neurodiversity concepts discussed during the episode drawn from Autistic Community and the Neurodiversity Movement: Stories from the Frontline edited by Steven Kapp
Episode Transcript

Designed for Learning is hosted by Jim Lang, a professor of the practice in Notre Dame Learning’s Kaneb Center for Teaching Excellence and the author of several influential books on teaching. The podcast is produced by Notre Dame Learning’s Office of Digital Learning. For more, visit learning.nd.edu/podcast. You can also follow Notre Dame Learning on LinkedIn.

Recognizing Not All Brains Think Alike