About the Episode
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About the Episode: In this episode we explore the future of accessibility and neurodiversity in graduate education with Dr. Kimberly White-Smith, Dean of the School of Leadership and Education Sciences, also known as “SOLES,” at the University of San Diego. Dr. White-Smith will share her thoughts on how institutions can better support neurodiverse learners and foster inclusivity within their programs and what SOLES is doing to support the education of these students.
Key Takeaways
- Redefining Graduate Education: SOLES aims to transform how graduate education is delivered, fostering a more inclusive environment for neurodiverse students through holistic support structures.
- Innovative Initiatives for Accessibility: The school emphasizes accessible pathways from application to graduation, including application workshops and the establishment of a Student Success Hub.
- Technology and Learning Modalities: Digital tools and hybrid learning options enhance accessibility and allow students to learn in ways that suit their needs best.
- Embracing the “New Traditional Learner”: SOLES redefines the traditional student, acknowledging diverse backgrounds, learning preferences, and life experiences.
- Community and Advocacy: Collaborative partnerships with local organizations and school districts focus on supporting neurodiverse students, empowering families, and engaging caregivers in the education process.
Episode Summary
How Does SOLES Approach Inclusivity for Neurodiverse Learners?
Dr. Kimberly White-Smith highlights SOLES’s mission to offer holistic support for neurodiverse students, from pre-admission through graduation. The approach involves rethinking everything from open houses to graduate workshops. For instance, SOLES has introduced application workshops tailored to support first-generation and neurodiverse students. These workshops demystify the application process, ensuring prospective students understand each step and feel equipped to succeed. This level of support, she explains, cultivates a sense of belonging and builds confidence among applicants, especially those historically underserved by traditional education.
What is SOLES's Student Success Hub?
To foster a supportive ecosystem, SOLES created a Student Success Hub where students can find resources in one central location, including writing support, career counseling, and credential assistance. Recognizing that graduate students often juggle multiple roles, the hub is designed to cater to their unique needs, providing accessible guidance in academics and professional development. This initiative, led by director Rachel Martinez, helps ensure students have easy access to the tools needed to thrive, a structure Dr. White-Smith notes as integral to SOLES’s inclusive mission.
Is the Trend Toward Holistic Accessibility Growing in Higher Education?
Dr. White-Smith believes that SOLES’s approach represents a growing but still emerging trend. Higher education, she notes, has historically underserved neurodiverse and non-traditional learners. However, as the demographics of students shift and the needs of neurodiverse and adult learners become more apparent, schools are beginning to embrace this paradigm. Dr. White-Smith explains that as institutions work to adapt to an “enrollment cliff,” many are focusing on attracting more Latinx students and adult learners, groups that often include neurodiverse individuals. SOLES is dedicated to creating an inclusive culture that empowers these students, setting a new standard for higher education.
How Is SOLES Leveraging Technology to Support Neurodiverse Learners?
Dr. White-Smith highlights how SOLES uses technology to enhance learning for neurodiverse students. During the pandemic, the effectiveness of online learning for students with specific needs became clear, especially for her own daughter, a neurodivergent learner who thrived in a digital environment. Inspired by these insights, SOLES hired an instructional technologist to guide faculty on leveraging digital tools like Canvas’s accessibility features, as well as speech-to-text and text-to-speech capabilities. By offering flipped classrooms and other digital learning options, SOLES aims to provide students with flexible learning environments that align with their strengths and foster independence.
Who is the “New Traditional Learner” in Graduate Education?
The landscape of higher education has evolved, and with it, the concept of a “traditional learner.” Dr. White-Smith describes today’s graduate students as diverse in age, background, and experience. Many are balancing careers, families, and complex personal responsibilities. This shift means institutions must be adaptable, welcoming, and supportive of students with varying needs and circumstances. By incorporating a range of support systems, engaging families, and collaborating with local nonprofits, SOLES is helping to create a learning environment that reflects the full spectrum of its community.
What Role Do Community Partnerships Play in Supporting Neurodiverse Learners?
Community and advocacy are central to SOLES’s mission. Dr. White-Smith shares an example from Dr. Nikki Elliott, Director of SOLES’s Center for Embodied Equity and Neurodiversity, who trains teachers to better understand the challenges faced by neurodiverse students. In one instance, a misdiagnosis of behavioral issues in a student was corrected by examining underlying physical challenges with the help of an occupational therapist. This collaborative approach extends beyond SOLES’s own students to local school districts, where the university is working to address systemic mislabeling and marginalization of neurodiverse children.
Dr. White-Smith’s work underscores the importance of recognizing and cultivating the unique strengths of all learners. She hopes that by fostering a “radical welcoming” environment, SOLES can help reshape the narrative around neurodiversity in higher education, encouraging other institutions to adopt a similar mindset.
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