Introduction to Neuroinclusivity in Student Services

This two-hour session provides an introductory understanding of neurodiversity in postsecondary settings. Participants will explore how differences in executive functioning, communication, social interaction, and processing shape neurodivergent students’ engagement with academic and campus life, recognizing both the strengths and challenges inherent in neurodivergence. The session also examines common individual and systemic barriers—often rooted in neurotypical assumptions and institutional design—that can limit access, participation, or belonging for neurodivergent learners.

Through guided exploration and reflection, participants will develop greater awareness of the diversity of cognitive and learning styles present on campus and examine how small, intentional adjustments to everyday practices can improve accessibility and inclusion. The session emphasizes reflection on practices rather than building technical expertise, supporting participants to think about how inclusive and neuro-affirming approaches can be integrated into their own roles.

This session is intended as an entry point rather than a comprehensive training. Participants will leave with increased awareness and some practical considerations to support more inclusive and supportive experiences for neurodivergent students across our campus settings. 

Learning Outcomes

At the end of this workshop, staff and faculty will be able to:

• Define key terms related to neurodiversity, including neurotypical and neurodivergent.
• Recognize how variations in executive functioning, social interaction, and learning profiles — within the context of neurodivergence — can create either supportive experiences or barriers for students.
• Reflect on your own assumptions and perspectives to develop a deeper understanding of diverse student experiences.
• Identify two inclusive strategies from the examples provided that could be adapted for teaching, advising, or student support roles.

What to expect at the session

Session length: 2 hours

This workshop may include the following activities:

• Instructor-led presentations covering key concepts and terms
• Guided self-reflection to link ideas with your personal experiences
• Small group discussions to exchange perspectives and strategies
• Review of examples and resources via slides
• You may sit, stand, or move around as needed

Carleton University embraces diversity and inclusion in the workplace. If you require a form of accommodation in order to participate fully in this workshop, please contact StudentSupportCertificate@carleton.ca to arrange accommodations.

CACUSS Competencies

The Student Support Certificate provides growth and development opportunities aligned with the Canadian Association of College and University Student Services’ (CACUSS) Competency Model. The Supporting Neurodivergent Students in Higher Education workshop aligns with elements of the following competencies:

• Equity, diversity and inclusion
• Student advising, support and advocacy
• Emotional and interpersonal intelligence