Introduction
Neurodiversity Studies provides a comprehensive education about neurodiversity, what it is, how to create an inclusive neurodiverse society, and how to support neurodiverse individuals across their lifespans.
Learning Objectives
- Foundations of Neurodiversity: Students will explain the historical, cultural, and medical foundations of neurodiversity, distinguishing between deficit-based and diversity-centered models.
- Critical Understanding of Neurodivergent Experiences: Students will analyze the lived experiences of neurodivergent individuals, including challenges, strengths, and intersections with other identities (e.g., gender, race, socioeconomic status).
- Disability and Social Justice Frameworks: Students will critically assess societal structures, policies, and practices, understanding how they either facilitate or hinder access, acceptance, and support for neurodivergent individuals.
- Policy and Advocacy for Neurodivergent Communities: Students will evaluate existing policies impacting neurodivergent individuals and learn advocacy techniques for promoting policy changes that support neurodiversity.
- Communication and Accessibility in Neurodiverse Contexts: Students will develop communication and accessibility skills tailored to neurodiverse contexts, including universal design principles and neurodiversity-friendly practices.
- Research and Ethical Considerations: Students will explore research methodologies and ethical considerations in studying neurodiversity, including informed consent, data protection, and the impact of research on neurodivergent communities.
- Practical Application and Community Engagement: Students will apply their knowledge of neurodiversity to real-world contexts, engaging with community organizations or projects that serve neurodivergent populations.
Faculty
Brittany Jackson, Director of Student Academic Support and Emerging Scholars, Residence Hall Coordinator of the C.A.L.M. Community and Adjunct Faculty
B.A., M.A., Hiram College;
Ed.D., Ashland University
Michelle Nario-Redmond, (2007) Professor of Psychology and Biomedical Humanities
B.A., University of Tulsa;
M.A., Ph.D., University of Kansas
nariomr@hiram.edu
Roxanne Sorrick, (2001) Professor of Education
B.A., Hiram College;
M.Ed., Kent State University
Ed.D., Walden University
sorrickr@hiram.edu
Hailee Yoshizaki-Gibbons, (2020) Assistant Professor of Biomedical Humanities
B.Ph., M.S., Miami University, Ohio;
Ph.D., University of Illinois at Chicago
yoshizakihg@hiram.edu