In a recent article for Inside Higher Ed, Michael Tyre shares his experience creating a learning space where neurodiverse students can thrive. Tyre describes the process of researching similar spaces; having conversations with students from the neurodivergent community, faculty, and other community members; creating classroom setup ideas; and gathering faculty feedback on ideas. The final result was a space with traditional tables and chairs, with a periphery offering less traditional seating and table configurations. For students, the space mitigates distractions and offers both predictability and flexibility; while for faculty the space supports active-learning pedagogies and group work.
Inside Higher Ed (Acct Req)
