Skip to main content
Elsevier

Neuroinclusive Teaching Strategies, Course Design, and Student Support in Higher Education

  • 1st Edition - November 1, 2026
  • Latest edition
  • Editors: Meera Rastogi, Patricia Goedl, Lori B. Vincent
  • Language: English

The Handbook of Evidence-based Neuroinclusive Teaching, Course Design, and Student Support in Higher Education: Promoting Evidence-Based Neuroinclusive Teaching, Course Design, an… Read more

End of Summer Sale

Save up to 30% off

Bright savings for research, study, and discovery

Shop the summer sale

Description

The Handbook of Evidence-based Neuroinclusive Teaching, Course Design, and Student Support in Higher Education: Promoting Evidence-Based Neuroinclusive Teaching, Course Design, and Student Support in Higher Education is a comprehensive handbook addressing the critical research-to-practice gap in post-secondary education for neurodiverse students by providing actionable, evidence-based practices aimed at fostering neuroinclusive environments. Recognizing the emerging field of neurodiversity studies, this book challenges traditional norms shaped by a neurotypical viewpoint and promotes a deeper understanding of cognitive diversity. With a holistic approach, it explores three essential pillars: teaching, support services, and community partnerships, including critical resources. Readers will learn to implement strengths-based instructional methods, design equitable course structures, and develop effective support systems tailored to neurodiverse learners. Covering foundational concepts and instructional strategies, this handbook serves as a vital resource for educators committed to enhancing the educational experiences and outcomes of all students.

Key features

  • Implements practical guides that provide step-by-step instructions for applying evidence-based practices
  • Explores case studies and best practices from diverse institutions showcasing successful neuroinclusive initiatives and their impact
  • Incorporates interdisciplinary perspectives with contributions from experts across various fields, including psychology, education, and neuroscience, offering a well-rounded view of neuroinclusivity

Readership

Professors, instructors, and researchers looking to enhance their understanding of neurodiversity and implement effective teaching strategies

Table of contents

Foundations of Neuroinclusive Education
Ch 1 A call for neuroinclusive education
Ch 2 Overview of Neurodiversity and Neurodivergence
Ch 3 Sensory Social Justice in the Academy: A Vision of a Neuroinclusive, Sensory-Friendly University

Designing Neuroinclusive Learning Environments
Ch 4 Introduction to Universal Design for Learning and Neuroinclusive Education
Ch 5 Empowering Neurodivergent Students Through a Strengths-Based Approach in Higher Education
Ch 6 Strengthening Executive Functions in the Higher Education Classroom
Ch 7 Applying Cognitive Load Theory to Instructional Design
Ch 8 Scaffolded Course Design: Reimagining Rigor to Reflect the Strengths of Neurodivergent Learners
Ch 9 Unlocking Potential: Teaching Metacognitive Strategies to All Collegiate Learners

Community and Wellbeing
Ch 10 College Life, Transitioning, and Success for Neurodivergent Learners
Ch 11 Inclusive Communication Strategies for Supporting Neurodivergent Students' Participation in Higher Education
Ch 12 Teaching for Thriving: Mental Health-Informed Neuroinclusive Teaching in Higher Education
Ch 13 Belonging and Engagement: Campus Services to Support ND Learners

Transitions to Employment
Ch 14 Bridging the Gap: Promoting Neuroinclusive Post-Graduation Employment and Career Services in Higher Education
Ch 15 Evidence-based Best Practices for Employers of Neurodivergent College Graduates

Product details

  • Edition: 1
  • Latest edition
  • Published: November 1, 2026
  • Language: English

About the editors

MR

Meera Rastogi

Meera Rastogi, PhD, ATR-BC, LPAT is a multiple award-winning instructor, licensed psychologist, board certified art therapist, and professor at the University of Cincinnati, Clermont College. She completed a Learning Differences and Neurodiversity Postbaccalaureate Certificate which furthered her passion for creating equitable and engaging environments that support all students.

Affiliations and expertise
University of Cincinnati, Clermont College, Batavia, Ohio, USA

PG

Patricia Goedl

Patricia Goedl, PhD, is a neurodivergent, award‑winning Professor of Accounting at the University of Cincinnati, Clermont College. She holds a PhD and is a Certified Public Accountant (CPA). She has also earned a post‑baccalaureate certificate in neuroinclusive education, which strongly shapes her approach to teaching and program design.

Affiliations and expertise
Professor of Accounting, University of Cincinnati, USA

LV

Lori B. Vincent

Lori B. Vincent, PhD, BCBA-D, is a licensed psychologist, certified behavior analyst, and an Assistant Professor of School Psychology at the University of Cincinnati. She has worked with neurodivergent children, adolescents, adults, and their families for over 20 years in home, school, community, clinic, and medical settings.

Affiliations and expertise
Assistant Professor, School of Psychology, University of Cincinnati, USA