Abstract
There are an increasing number of students with Autism, ADHD, and other neurodiversities attending institutions of higher education. Unfortunately, most higher education faculty do not receive formal training or support around the skills, knowledge, and pedagogy needed to effectively design and implement instruction that removes barriers to accessing the post-secondary curriculum. This was the case for the first author, a content expert with a Ph.D. in Digital Media. She engaged author two, who holds a Ph.D. in Special Education, to discuss ways to more effectively support her neurodiverse college students. What emerged was a duoethnographic research study, followed by thematic coding and analysis. Based on their findings, the co-authors identified three practices faculty can employ to begin to build their own knowledge and skill set to take actionable steps to improve learning experiences for neurodiverse students, and by extension, other students, too. The result is this article.
Recommended Citation
Weisling, A., & Weisling, N. F. (2026). Learning From Planet Krypton - Building Faculty Efficacy to Remove Barriers to Neurodiverse Student Success. The Journal of Advancing Education Practice, 7(1). https://openriver.winona.edu/jaep/vol7/iss1/1
