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Elsevier

Neuroinclusive Teaching Strategies, Course Design, and Student Support in Higher Education

  • 1st Edition - November 1, 2026
  • Latest edition
  • Editors: Meera Rastogi, Patricia Goedl, Lori B. Vincent
  • Language: English

The Handbook of Evidence-based Neuroinclusive Teaching, Course Design, and Student Support in Higher Education: Promoting Evidence-Based Neuroinclusive Teaching, Course Design, an… Read more

Description

The Handbook of Evidence-based Neuroinclusive Teaching, Course Design, and Student Support in Higher Education: Promoting Evidence-Based Neuroinclusive Teaching, Course Design, and Student Support in Higher Education is a comprehensive handbook addressing the critical research-to-practice gap in post-secondary education for neurodiverse students by providing actionable, evidence-based practices aimed at fostering neuroinclusive environments. Recognizing the emerging field of neurodiversity studies, this book challenges traditional norms shaped by a neurotypical viewpoint and promotes a deeper understanding of cognitive diversity. With a holistic approach, it explores three essential pillars: teaching, support services, and community partnerships, including critical resources. Readers will learn to implement strengths-based instructional methods, design equitable course structures, and develop effective support systems tailored to neurodiverse learners. Covering foundational concepts and instructional strategies, this handbook serves as a vital resource for educators committed to enhancing the educational experiences and outcomes of all students.

Key features

  • Implements practical guides that provide step-by-step instructions for applying evidence-based practices
  • Explores case studies and best practices from diverse institutions showcasing successful neuroinclusive initiatives and their impact
  • Incorporates interdisciplinary perspectives with contributions from experts across various fields, including psychology, education, and neuroscience, offering a well-rounded view of neuroinclusivity

Readership

Professors, instructors, and researchers looking to enhance their understanding of neurodiversity and implement effective teaching strategies

Table of contents

Part I: Foundations of Neurodiverse Education

1: Overview of neurodiversity

2: Diversity, Equity, Inclusion, Belonging, Univeral Design for Learning, and Neuroinclusive Education

3: Strength-based approaches to course design

4: Designing college courses for neuroinclusive excellence: Structure, equity, success.
Part 2: Theory to Practice: Teaching and Instruction

5: Executive functioning and the multiple means of expression principle of Universal Design for Learning (UDL)

6: Applying Cognitive Load Theory to Instructional Design

7: Metacognition

8: Scaffolded course design for large introductory courses: Reimagining rigor to reflect the strengths of neurodiverse learners

9: Neuroinclusive Student-Centered Agency / On Student-Centered Implementation for Neuroinclusive Agency  
Part 3: Neuroinclusive Excellence Across Campus

10: College life, transitioning, and success

11: Creating a sensory-friendly university

12: Mental Health and Wellbeing of Neurodiverse Learners

13: Student supports (advising, coaching, tutoring, mentoring, library, resident halls, technology, etc.) 
Part 4: Preparing for Employment 

14: Building Inclusive Spaces and Fostering Neuroinclusive Learning Through Cooperative and Experiential Learning Strategies

15: Coop and post-graduation employment services in the STEM Field

16: Best practices Coop and post-graduation employment services
Part 5: Looking Forward

Product details

  • Edition: 1
  • Latest edition
  • Published: November 1, 2026
  • Language: English

About the editors

MR

Meera Rastogi

Meera Rastogi, PhD, MAAT, ATR-BC, CGP, is a licensed psychologist, board certified art therapist, certified group psychotherapist, and professor at the University of Cincinnati, Clermont College. She teaches in the psychology program and directs the University’s Pre-Art Therapy Certificate Program. Dr. Rastogi offers weekly art therapy groups for people with chronic illness and people focused on mental health recovery. Her research interests include the intersections between psychology, neuroscience, and art therapy, art therapy and mental health conditions, and higher education.
Affiliations and expertise
University of Cincinnati, Clermont College, Batavia, Ohio, USA

PG

Patricia Goedl

Patricia Goedl, PhD is a Professor of Accounting at the University of Cincinnati. Her academic degrees include a PhD, a Master of Professional Accountancy, and an undergraduate degree in business administration. She has completed all but one class toward a Post-baccalaureate Certificate in Learning Differences and Neurodiversity. She holds a Certified Public Accountant license (OH, inactive). She is passionate about teaching excellence and the scholarship of teaching and learning, especially as it relates to supporting neurodiverse students. She has numerous publications and presentations related to the scholarship of teaching and learning. She also published an open-access managerial accounting textbook.
Affiliations and expertise
Professor of Accounting, University of Cincinnati, USA

LV

Lori B. Vincent

Lori B. Vincent, Ph.D., BCBA-D is an Assistant Professor of school psychology at the University of Cincinnati. She is a licensed psychologist and board-certified behavior analyst. She has worked in home, school, community, and hospital settings with people with intellectual and developmental disabilities for over 20 years. Her current research focuses on inclusion of neurodivergent students in higher education to increase their self-determination and quality of life across the lifespan. She previous co-authored a book entitled The FRIEND® Program for Creating Supportive Peer Networks for Students with Social Challenges, including Autism.
Affiliations and expertise
Assistant Professor, School of Psychology, University of Cincinnati, USA