Improving Access for Neurodivergent Learners in Online Courses
Every student is different, yet removing barriers benefits all learners
Online learning has expanded access to education for millions of learners, but barriers remain for many, including neurodivergent learners. They may struggle to stay focused through a video lecture, or grow frustrated by text-filled screens. To meet their needs, online education must accommodate all.
Neurodivergence is often called the “hidden or invisible disability” because it doesn’t always manifest in ways observable by others. Neurodivergence is a term used to describe individuals whose brains function and process information differently from what is considered typical.
There is a wide variety of neurodivergent types, including autism, ADHD, epilepsy, chronic mental health illnesses, and other learning disabilities like dyslexia. No single solution can support every neurodivergent learner. Creating inclusive online learning experiences requires layered approaches. That includes accessible course materials, flexible learning pathways, and tools that help learners engage with content in ways that work best for them.
The University of Michigan Center for Academic Innovation works with academic units to address accessibility needs when creating new online courses. The center has processes in place that are scalable and adaptive, ensuring the university’s online educational experiences are available to every learner.
“Compliance is the floor,” said Caroline Damren, accessibility coordinator for the center. “We have technical standards we have to meet, but it goes beyond that to be truly inclusive.”
Designing for Every Learner
Approximately 1 in 4 people self-report having a disability, according to the Centers for Disease Control and Prevention. However, there are many barriers for individuals to receive a diagnosis, so it is likely the number is actually higher, especially for those with neurodivergence.
It may not be obvious, disclosed, or even observable, especially in online courses, but many students are affected by disability. Thus, course design should be grounded in proactive accessible design principles from the onset, regardless of who is enrolled in the course.
Additionally, accessible design principles tailored to neurodivergent learners ultimately benefit all students. The Universal Design for Learning framework was constructed around this concept, guiding instructors to create barrier-free courses and materials that are flexible enough to adjust to every learner’s needs.
The center works with faculty to produce virtual educational experiences that resonate worldwide, with nearly 13 million learners taking Michigan Online courses to date. That work includes establishing accessible courses that accommodate all students, including those diagnosed disabilities as well as those without.
“A lot of our work is at the global level,” said Evan Ogg Straub, associate director of learning experience design at the center. “We are thinking about reaching learners, not just here in the United States, but across the world. So, the things that benefit global learners also benefits neurodivergent learners.”
Online Courses Create Ideal Conditions
Online learning can offer a more accessible learning experience for many students, particularly neurodivergent learners. Online learning provides flexible pacing options, an opportunity for students to control their learning locations, and ownership of their learning experience.
“Online programming provides an asynchronous component, that allows learners to engage on their own terms. A learner can engage at a pace that works best for them,” said Sandy Zalmout, who leads the University of Michigan Neurodiversity Project. “Depending on whether they’re overstimulated or disregulated, that can impact learning, so an asynchronous component is really beneficial.”
Zalmout added that even in synchronous virtual environments simple choices like allowing students to turn their cameras off, can provide the flexibility a neurodivergent learner needs to participate comfortably and thrive.
With online courses, students can complete their coursework and assessments when it’s best for them, or create comfortable learning environments that allow better focus. These personalized accommodations can help neurodivergent individuals navigate course content successfully.
“Those are the types of things that some folks who are neurodivergent like about online learning,” said Ogg Straub. “It may be easier to work at your own pace, and it offers more flexibility than a residential, in-person class.”
Ogg Straub also emphasized that while her team works with faculty to improve access to online learning, the quality of the courses being produced meets the university’s high standards.
“Making things accessible is not reducing rigor,” Ogg Straub stressed.
Improving Access for Neurodivergent Learners
Despite these advantages, online learning can also introduce challenges for neurodivergent learners. However, there are steps instructors and course designers can take to reduce these challenges.
Set Understandable Guidelines: Lengthy or unclear syllabi can overwhelm students and contribute to a confusing course timeline. Tight deadlines can also exacerbate anxieties and negatively influence how a student completes a course. Ways to counter these barriers include:
- Draft clear expectations for grading and learning outcomes.
- Provide concise rubrics and share deadlines and turnaround times.
- Do your best to reduce time constraints on tests and assignments.
Use Multiple Formats: Offer a variety of ways for students to engage with course material and submit assignments or assessments. Allowing different formats encourages better participation. Tips include:
- Vary your course materials beyond just readings, such as videos, podcasts, or recorded talks.
- Allow learners to choose how to respond to assignments or discussion boards, including audio recordings, visual displays, infographics, or annotated media.
Avoid Sensory Overload: Neurodivergent learners can struggle when inundated with too much visual stimulation. Creating a simple streamlined design for your course modules and lessons can make content easier for learners to navigate, process, and retain. That also includes allowing the learners to control the visual and audio elements.
“Think about the colors you’re choosing,” suggests Damren. “If they’re too bright, if there’s too many flashes, if a video is on autoplay … that can be overwhelming.”
Suggestions for creating accessible materials include:
- Use recommended fonts that are easy to read.
- Break down walls of text — paragraphs can be difficult for students to consume.
- Avoid jargon and long sentences. Be concise.
- Use formatted templates for slideshows and other course materials.
- Ensure videos have captions and if necessary, audio descriptions, and are navigable with media player controls.
Communication is Key
Online learning also impacts the extent to which students can communicate with, and receive communication from, their instructors.
This modality can discourage neurodivergent learners from asking questions, something many already struggle with in face-to-face settings. Also, students often feel that online courses can prohibit them from forming professional and personal connections with their instructors.
That is why it is important to develop a communication channel that makes it easy for students to reach out. Providing contact information and frequently monitoring those channels are simple solutions.
“Providing intentional opportunities for learners to connect with instructors can be an important part of creating a supportive online learning experience,” Zalmout said. “The approach not only supports neurodivergent learners, but all learners.”
Benefitting all students is a positive byproduct when instructors and designers focus on creating accessible opportunities for neurodivergent learners. By ensuring your online courses accommodate all types of learners, those with “hidden disabilities” and those without, you are setting a precedent of educational inclusivity and equity.
Resources
U-M Student Accessibility and Accommodation Services
U-M Academic Support and Access Partnerships
