Mitchell’s ‘Understanding Neurodiversity’ Course Expands Perspectives

With the terms ‘neurodiversity’ and ‘neurodivergence’ gaining prominence in conversations today, Dr. Nancy Parent’s Introduction to Neurodiversity course offers a comprehensive overview of the concepts to her students. Her class examines the meaning of neurodiversity—or the naturally occurring differences in human cognitive function—and looks at the term’s history, its place in disability rights movements and legislation, and its societal presence in education, work, popular culture, and personal relationships.

“This course was originally developed by Sarah E. Silverman, an educator and independent faculty developer who led a professional development event for Mitchell faculty. The course has evolved to support the General Education program and provides students the opportunity to critically examine the language and significance of neurodiversity and apply their learning to their lived experience, school environment, and future workplace,” Parent said.

The term ‘neurodiversity’ encompasses the full spectrum of brain differences‚ including both neurotypical and neurodivergent people. Neurodivergent, the opposite of neurotypical (considered to be “normal” or standard), includes neurological conditions such as autism, ADHD, dyslexia, and others. About one-third of students at Mitchell College are neurodivergent.

As part of the coursework, which was introduced in Fall 2024, Parent said students engage in an interview assignment where they learn about attitudes, perceptions, and experiences with neurodiversity at Mitchell College. Additional coursework focuses on representations of neurodivergence in media and culture, stigma and stereotypes, and narratives from neurodivergent writers and creators. A final class project engages each student in teaching the class what they are passionate about through a deep dive into a topic pertaining to neurodiversity, creating a narrated PowerPoint, podcast, video, or another artistic creation.

Student Perspectives
Student takeaways from the course are as diverse as the topic itself. Julia Stasiowski, a communication major who was diagnosed with autism and ADHD in high school, was empowered to share her personal story as her final project for the class.

“Growing up, I experienced the struggles and discrimination of being undiagnosed, simply because I was different. I felt like I was too ‘weird’ to be ADHD or ‘too ADHD’ before realizing my true self, which is your average AuDHD [autistic, ADHD]. For my final project in this class, I created a comic book to describe the experience I went through. It’s one of the best things that I’ve written,” she said.

She added, “After taking this class, I am more determined to be an activist in the online sphere against pathology and ableist rhetoric. Education about neurodiversity is extra important in this digital age. There is so much misinformation out there, especially about autism, and we need correct information to combat it.”

Jameson Foster, an early childhood education major, said, “Before this course, I had a limited understanding of neurodiversity. I knew of the term and things that could identify people as neurodiverse, but I didn’t really understand all that much about it and the many stigmas.”

She continued, “The course has left me more open-minded and considerate of others and will shape my career as a teacher. Having an understanding will help me understand these differences in children. This is a great course for psychology and education majors, but it can be beneficial to anybody.”