{"id":110,"date":"2024-11-19T11:45:12","date_gmt":"2024-11-19T16:45:12","guid":{"rendered":"https:\/\/carleton.ca\/ssc\/?page_id=110"},"modified":"2026-09-02T15:35:05","modified_gmt":"2026-09-02T19:35:05","slug":"introduction-to-neuroinclusivity-in-student-services","status":"publish","type":"page","link":"https:\/\/carleton.ca\/ssc\/introduction-to-neuroinclusivity-in-student-services\/","title":{"rendered":"Introduction to Neuroinclusivity in Student Services"},"content":{"rendered":"\n<section class=\"w-screen px-6 cu-section cu-section--white ml-offset-center md:px-8 lg:px-14\">\n    <div class=\"space-y-6 cu-max-w-child-max  md:space-y-10 cu-prose-first-last\">\n\n        \n                    \n                    \n            \n    <div class=\"cu-wideimage relative flex items-center justify-center mx-auto px-8 overflow-hidden md:px-16 rounded-xl not-prose  my-6 md:my-12 first:mt-0 bg-opacity-50 bg-cover bg-cu-black-50 py-24 md:py-28 lg:py-36 xl:py-48\" style=\"background-image: url(https:\/\/carleton.ca\/ssc\/wp-content\/uploads\/sites\/40\/2024\/11\/P_CarletonPhotography_CampusShot_070621-5-scaled.jpg); background-position: 52% 64%;\">\n\n                    <div class=\"absolute top-0 w-full h-screen\" style=\"background-color:rgba(0,0,0,0.600);\"><\/div>\n        \n        <div class=\"relative z-[2] max-w-4xl w-full flex flex-col items-center gap-2 cu-wideimage-image cu-zero-first-last\">\n            <header class=\"mx-auto mb-6 text-center text-white cu-pageheader cu-component-updated cu-pageheader--center md:mb-12\">\n\n                                    <h1 class=\"cu-prose-first-last font-semibold mb-2 text-3xl md:text-4xl lg:text-5xl lg:leading-[3.5rem] cu-pageheader--center text-center mx-auto after:left-px\">\n                        Introduction to Neuroinclusivity in Student Services\n                    <\/h1>\n                \n                            <\/header>\n        <\/div>\n\n            <\/div>\n\n    \n\n    <\/div>\n<\/section>\n\n\n\n<p class=\"wp-block-paragraph\">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\u2019 engagement with academic and campus life, recognizing both the strengths and challenges inherent in neurodivergence. The session also examines common individual and systemic barriers\u2014often rooted in neurotypical assumptions and institutional design\u2014that can limit access, participation, or belonging for neurodivergent learners.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">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.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">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.\u00a0<\/p>\n\n\n\n<h2 id=\"learning-outcomes\" class=\"wp-block-heading\">Learning Outcomes<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">At the end of this workshop, staff and faculty will be able to:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Define key terms related to neurodiversity, including neurotypical and neurodivergent.<\/li>\n\n\n\n<li>Recognize how variations in executive functioning, social interaction, and learning profiles \u2014 within the context of neurodivergence \u2014 can create either supportive experiences or barriers for students.<\/li>\n\n\n\n<li>Reflect on your own assumptions and perspectives to develop a deeper understanding of diverse student experiences.<\/li>\n\n\n\n<li>Identify two inclusive strategies from the examples provided that could be adapted for teaching, advising, or student support roles.<\/li>\n<\/ul>\n\n\n\n<h2 id=\"what-to-expect-at-the-session\" class=\"wp-block-heading\">What to expect at the session<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Session length: 2 hours<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This workshop may include the following activities:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Instructor-led presentations covering key concepts and terms<\/li>\n\n\n\n<li>Guided self-reflection to link ideas with your personal experiences<\/li>\n\n\n\n<li>Small group discussions to exchange perspectives and strategies<\/li>\n\n\n\n<li>Review of examples and resources via slides<\/li>\n\n\n\n<li>You may sit, stand, or move around as needed<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">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&nbsp;<a href=\"mailto:studentsupportcertificate@carleton.ca?\">StudentSupportCertificate@carleton.ca<\/a>&nbsp;to arrange accommodations.<\/p>\n\n\n\n<h2 id=\"cacuss-competencies\" class=\"wp-block-heading\">CACUSS Competencies<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The Student Support Certificate provides growth and development opportunities aligned with the Canadian Association of College and University Student Services\u2019 (CACUSS) Competency Model. The Supporting Neurodivergent Students in Higher Education workshop aligns with elements of the following competencies:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Equity, diversity and inclusion<\/li>\n\n\n\n<li>Student advising, support and advocacy<\/li>\n\n\n\n<li>Emotional and interpersonal intelligence<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>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\u2019 engagement with academic and campus life, recognizing both the strengths and challenges inherent in neurodivergence. The session also examines common individual and systemic barriers\u2014often rooted in neurotypical [&hellip;]<\/p>\n","protected":false},"author":13,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_cu_dining_location_slug":"","footnotes":"","_links_to":"","_links_to_target":""},"cu_page_type":[14],"class_list":["post-110","page","type-page","status-publish","hentry","cu_page_type-general"],"acf":{"cu_post_thumbnail":""},"_links":{"self":[{"href":"https:\/\/carleton.ca\/ssc\/wp-json\/wp\/v2\/pages\/110","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/carleton.ca\/ssc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/carleton.ca\/ssc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/carleton.ca\/ssc\/wp-json\/wp\/v2\/users\/13"}],"replies":[{"embeddable":true,"href":"https:\/\/carleton.ca\/ssc\/wp-json\/wp\/v2\/comments?post=110"}],"version-history":[{"count":4,"href":"https:\/\/carleton.ca\/ssc\/wp-json\/wp\/v2\/pages\/110\/revisions"}],"predecessor-version":[{"id":521,"href":"https:\/\/carleton.ca\/ssc\/wp-json\/wp\/v2\/pages\/110\/revisions\/521"}],"wp:attachment":[{"href":"https:\/\/carleton.ca\/ssc\/wp-json\/wp\/v2\/media?parent=110"}],"wp:term":[{"taxonomy":"cu_page_type","embeddable":true,"href":"https:\/\/carleton.ca\/ssc\/wp-json\/wp\/v2\/cu_page_type?post=110"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}