HIDC: High Incidence Disabilities in Higher Education Conference

Despite low workforce representation, neurodiverse students are a growing population in Canadian post-secondary institutions (PSIs). While Canadian PSIs have identified Equity, Diversity and Inclusion (EDI) as a concerted focus for creating responsive, safe, and equitable learning environments, neurodiversity, is still poorly understood and represented in EDI policies and practices in PSE. Despite mandates for PSIs to be inclusive of all learners, neurodiverse students face extensive barriers to completing their post-secondary education (PSE) and are less likely to graduate than their neurotypical peers. Emerging research shows that neurodivergent students face intersecting systemic and institutional barriers to enrolling and completing PSE. Previous research has focused on specific neurodivergent diagnoses, such as ASD, ADHD, or mental health, in PSE, rather than neurodiversity broadly. Additionally, there has yet to be published research investigating how Canadian PSIs are responding to the needs of neurodiverse students, and engaging with questions, challenges, and the implementation of neurodiversity-inclusive practices and policies. The Conference Board of Canada is currently investigating neurodiversity-inclusive practices and policies at PSIs across Canada, and reporting on preliminary findings from a mixed methods study capturing data from student disability services and current students across Canada. This presentation will present data and preliminary findings on: o