I would like to acknowledge the contributions and support of Alverno College and my doctoral advisors who continue to guide me through this process. This research is deeply informed by my personal and professional experiences—as a parent of a neurodivergent student, as an educational leader, and as an advocate for equity in higher education. I also wish to thank the neurodivergent students and student support staff who have shared their insights with me and helped shape the focus of this project.
This dissertation investigates how postsecondary institutions support neurodivergent students, particularly through the lens of professional staff working in student support services. Grounded in inclusive education theory and disability studies, my work aims to identify sustainable, scalable best practices that ensure meaningful access, belonging, and success for all learners.
Historically, higher education was not built with neurodiverse learners in mind. Although legislative efforts such as Section 504 of the Rehabilitation Act (1973) and the Americans with Disabilities Act (1990) mandated accommodations, true inclusion remains elusive. Over time, advocacy from students, educators, and families has pushed institutions to go beyond compliance. However, gaps in understanding neurodiversity and inconsistencies in institutional practices continue to create barriers to success for these students. \
The rise in neurodivergent student enrollment in higher education has drawn increased attention to the need for inclusive and responsive support systems. While legislative frameworks such as the Americans with Disabilities Act (1990) and Section 504 of the Rehabilitation Act (1973) have laid the groundwork for accessibility, research indicates that the practical implementation of inclusive support varies significantly across institutions. Postsecondary disability services often emphasize compliance-based accommodation models rather than comprehensive, student-centered approaches that foster belonging and empowerment.
At the same time, the neurodiversity movement has introduced a paradigm shift in how learning differences are conceptualized—not as deficits to be fixed, but as variations in human cognition that should be affirmed and supported (Walker, 2021). However, higher education institutions have been slow to adopt frameworks that fully reflect this shift. Much of the existing literature and practice continues to focus on the provision of accommodations rather than on the cultivation of inclusive campus cultures that promote identity development, self-advocacy, and long-term academic success.
The voices of student support professionals—those charged with designing and delivering services to neurodivergent students—are notably underrepresented in the current literature. These professionals operate at the intersection of institutional policy, student development, and day-to-day implementation, yet their perspectives are rarely studied in a systematic way. This represents a significant gap in understanding what practices are both effective and sustainable within diverse higher education contexts.
This study emerges from both scholarly inquiry and professional practice. As an educator, program director, and parent of a neurodivergent student, I have witnessed firsthand the challenges that students and support staff face within systems that are not designed for neurodiverse minds. These experiences inform my commitment to investigating and amplifying best practices that reflect a more inclusive, humanizing approach to student success in higher education.