Our generation aims to obtain progressive policies and prioritize inclusion. Emphasizing the importance of neurodivergence representation and advocacy has not been a topic shied away from, but do people know what neurodivergence looks like in the classroom?

Neurodiversity is an umbrella term that refers to the variation in neurological functions. Neurodiversity explains that neurodivergence, such as conditions like ADHD and Autism Spectrum Disorder, or ASD, are different developments that can be seen in the human brain. The paradigm illustrates the different ways cognition, sensory processing, and communication styles can present in neurodiverse individuals. Because of the ways neurodivergent brains function, a typical classroom setting may make it harder for students with learning conditions to take in academic information in the way that traditional classrooms are intended to teach. Someone with ADHD may have trouble with verbal directions, long lectures, and sitting at their desk. An individual with ASD might have difficulty with noise levels, writing and taking notes, and may find it hard when unexpected changes are implemented in their school days. This is not to say that every person who has the same neurodivergent condition faces the same challenges. Each person faces their own difficulties and may require different accommodations to help them achieve their educational goals.

Pietrina Probst, the Director of Disability Services, has been working at Elgin Community College with Disability Services for six and a half years. Disability Services has been an avid part of ECC since its opening and aims to advocate for student success for all. Disability Services help with a wide variety of students who have different needs, whether that be those with psychological disorders, learning disorders, visual or auditory impairment, or the physically disabled. The department regularly meets with students to provide aid for their needed accommodations in and out of the classroom.

“Students meet with us and we talk about any documentation that they have on their disability and review that documentation,” Probst said. “We talk about what accommodations the student is eligible for their classes as well as any other campus activities. Field trips, meetings through a student club, and internships are events that Disability Services also help out with. We try to make sure our students with disabilities have an equal opportunity to access their classes as well as all the other different programs we offer here at ECC.”

Common accommodations for students include time and a half on tests, recorded lectures, and breaks during class, but what do accommodations look like for online students? ECC’s Disability Services work alongside a variety of different organizations to accommodate those who have specific needs when navigating the online tools ECC provides. The departments works regularly with Distance Learning to make sure that the online websites have easily accessible and working features that cater to students who need auditory or visual assistance. Organizations like DONKA and KURZWEIL are technological resources that have been integrated into ECC’s Disability Services curriculum to help students who might face technological-related issues. 

KURZWEIL has been working along side ECC for a couple years- first being implemented into the school’s system in spring of 2020.

“KURZWEIL is a program that allows students to listen to content on different websites,” Probst said. “KURZWEIL can allow students to listen to different web articles, upload PDF articles into the program and listen to the content, and also allows students to type an outline or dictate into the computer which would type the outline for them.”

These features have been added to the distance learning platform ECC uses, ‘Desire2Learn’. These features include a platform to search for keywords said in a lecture that can be found throughout the duration of the recording, text-to-speech, and speech recognition softwares.

“Assistive technologies like text-to-speech can help students listen to the questions that are being asked of them to help dictate their answers. This can help the student process what they’re reading. Transcription features is another tool that helps the student navigate the website.” Probst said.

Probst belongs to different professional organizations. AHEAD is one of the associations Probst actively participates in to update and inform the college on different aids that are provided for students with disabilities. The organization supports professionals in disability services across the united states that provides updates in new and upcoming legislation, new tools to assist students, and informs about new technologies which can make learning more efficient.

Alongside the disability services department, ECC offers other aid for neurodiverse students, one of them being TRiO. TRiO is a federal organization that serves college students from disadvantaged backgrounds. TRiO provides aid to three kinds of students- first-generation college students, those who qualify has low or limited income according to the department of education, and those with disabilities. Jessica Bowen is a TRiO advisor who has been advising in the program since 2020.

“TRiO supports neurodiverse students in the meetings and workshops that we offer,” Bowen said. “We can work one-one-one with specific skills that the student may be lacking in, so that could be anything from time or money management, social skills, it truly depends on what a student needs help with.”

TRiO aims to hold these workshops every week. Meetings can be scheduled with an appointed TRiO advisor to assist in college applications and technology guidance as well.

ECC recognizes the different needs of these students, and each department works alongside each other to offer multiple avenues students can take during their educational career on campus.

Anika Thoresen is a third year student at ECC, who is currently enrolled as a part time student. Diagnosed with ADHD at a young age, Thoresen has run into troubles juggling schoolwork with the roadblocks she has encountered.

ADHD, Attention Deficit Hyperactivity Disorder, is a neurological condition that affects the regulation of executive function. ADHD can cause an individual to be impulsive, inattentive, and hyperactive. The condition manifests itself in different ways amongst each diagnosis. Male children tend to get diagnosed at a young age because their symptoms tend to present more of the hyperactivity, making the diagnosis easy to detect. Females find it that they will get diagnosed with the disorder later on in life because their symptoms tend to go unnoticed. Statistically, females show the inattentive side of ADHD, which includes maladaptive daydreaming.

“I was so incredibly lucky to get diagnosed when I did, and at all. I got diagnosed in second grade. I was the little kid who was a pleasure to have in class, but my teacher noticed that I can be lost in my own world. My teacher brought up that I might have ADHD, and my parents got me tested.” Thoresen said.

Difficulty with organization skills, emotional dysregulation, and becoming easily distracted are all common symptoms found within the condition. The way ADHD can present itself makes it so the individual needs consistent stimulation, which can be difficult to navigate and access in traditional classroom settings.

“My ADHD can make a responsibility feel like a really big task. It makes it hard to get things done,” Thoresen said. “With ADHD, it can be harder to regulate your emotions. When I have a big project or test, I can find myself trying to fight tears. ADHD feels like you are babysitting a toddler, except you are the toddler.”

ADHD is commonly characterized as a disorder that revolves around hyperactivity. Because of this stereotype, misconceptions of the disorder can make it hard for someone with ADHD to explain what they experience as a result. Executive dysfunction can elicit paralysis when trying to start a task, time blindness, which is when one over or underestimates the duration it will take for them to achieve something, and difficulty managing feelings and reactions.

“Perceiving ADHD and the stereotypes do not fully encompass the actual burdens that affect you,” Thoresen said. “It’s characterized as a nine-year-old on a sugar high, but it manifests in different ways. Neurotypical people have a baseline of dopamine that rewards them when they do simple tasks, which makes it easier for them to complete assignments. On the other hand, an ADHD brain has a dopamine deficiency, so we need that instant gratification to keep our interest piqued. That’s why it can be challenging trying to push ourselves to complete tasks that seem simple.”

Thoresen meets with Probst in Disability Services each week. The two work together to break down responsibilities Thoresen has to make them feel less overwhelming. Thoresen reached out for the departments’ help during her second semester at ECC.

“I didn’t talk to disability services my first semester of college. I thought, ‘I’m just gonna do this college thing!’ and fell on my face. Second semester, I reached out to disability services and they’ve helped me so much,” Thoresen said. “Receiving outlines and guided notes from teachers has made things so much easier. The structure makes everything feel immense. I also get time and a half on tests which is nice because I know the material, it just takes me longer.”

Spencer Guerrieri is a second year student at ECC aiming to achieve their Associate’s in Arts, enrolled as full-time in the fall semester of 2023. Guerrieri was diagnosed with ADHD and Autism, both have which heavily influenced and affected their performance in the classroom.

“ADHD affects a lot of things, mainly my ability to focus and things to do with executive function like time management and motivation,” Guerrieri said. “I also deal with hyperfocus, which makes it hard to complete goals or focus on anything other than my current hyperfixation.”

Hyperfocus is a term used to describe the prolonged absorption in a task or activity. This phenomenon can either be useful to an individual when completing a task they are interested in, or challenging and frustrating when trying to complete a task they are disinterested in. Guerrieri goes on to explain their experience in the classroom with hyperfocus.

“For an english class we got to write a paper on anything we wanted, so I chose one of my special interests, which happens to be autism. I wrote ten pages with so much ease, I even had to cut down the amount of writing to fit the requirements and could write more if I needed to. On the other hand, when writing a paper on something I am not interested in, I struggle so much even getting started and writing a single page.” Guerrieri said. 

Guerrieri received their diagnoses of ADHD and Autism around 17 or 18 years old. Before they were aware of this information, school was difficult for them to navigate. Maintaining focus on tasks and managing sensory overload in school were harder to tackle before they had a name that explains their experiences. 

Autism, or Autism Spectrum Disorder, is a developmental condition characterized by challenges with social interactions and sensory processing. Individuals with Autism may demonstrate repetitive behaviors and find comfort in routine and structure. They may also have trouble with noise levels or visual stimulations that can be overwhelming. Autism is a spectrum, meaning that some of the traits listed can vary amongst each individual who identifies with this condition.

“ECC was my first experience with accommodations and knowing I was autistic and had ADHD. I did not know that school could be enjoyable and even fun until I came to ECC with this newfound knowledge of myself,” Guerrieri said. “Being autistic affects every aspect of my life. One example that affects me in the classroom is the sensory aspect. Having teachers that understand me wearing noise-canceling headphones if I need to is helpful, even though it is not an official accommodation that I have currently.”

Guerrieri describes their time at ECC as very helpful and accommodating. They received their accommodations their first semester at ECC, and have found relief in the use of them since.

“A lot of my classes have had these accommodations built into the general curriculum, like copies of notes. If they aren’t already built in they are very helpful. Especially the extra time, minimum distraction room, and stop-the-clock breaks for tests.” Guerrieri said.

ECC professor, Kellen Bolt, teaches English 101-102, LGTBQ Literature, and ALP 98-101. Bolt has been teaching at the school since 2018. Having ADHD himself, Bolt understands the barriers neurodiverse students can face and aims to provide an inclusive and understanding atmosphere for his students.

“[ADHD students] can think that college isn’t for them because the entire experience is all of the stuff about school that we hate. We, as instructors, need to consider neurodivergent needs, what sort of things they’re dealing with, and what kind of structural support they actually need other than ‘keeping a better track of their schedule’.” Bolt said.

Bolt described the barriers he has seen within himself and his students with ADHD. Rejection Sensitivity Dysphoria, commonly referred to as RSD, is a condition linked to ADHD. This is the real or perceived idea that one will face rejection for doing something. When someone with this condition suspects rejection, they go out of their way to avoid that possibility because of the immense reaction it creates.

“I think [RSD] is particularly keen in ADHD kiddos because we’ve gotten it so much through school,” Bolt said. “‘You’re not good’, ‘you’re not applying yourself’, ‘you’d be so much better if you just tried’ is so disheartening to hear. It makes us not even want to try.”

In his classroom, Bolt tries to keep his lectures short. He emphasized the importance of partaking in engaging and stimulating behaviors while teaching. Having open discussions and incorporating students’ interests in the material being taught has found more success in educating rather than lecturing and talking at students.

“I always try to remember that school has to be fun and exciting,” Bolt said. “You have to present yourself as super enthusiastic and excited about everything. If you are super excited, it’s easy to trick other people into being excited. The other thing I’ve been trying to do is give students a lot of choice and freedom in what they do. In my 102 class for example, you pick your topic and you learn about it and read about it all semester. It’s like, ‘what do you want to know more about?’ and I provide you with the tools to explore your interests.”

Second year student, Hunter Marx, is a full-time student at ECC. Marx has been diagnosed with OCD, ADHD, and Tourette Syndrome.

OCD, Obsessive-Compulsive Disorder, is a mental health condition which causes an individual to obsess over unwanted thoughts which can lead to impulsive behaviors. Usually centered on fears, a thought will form which pressures the individual to engage in repetitive behaviors.

Tourette Syndrome is a nervous system disorder that urges a person to physically or vocally engage in repetitive behaviors. Shrugging, blinking, and humming are all symptoms and certain tics that people with Tourette’s can present. Some can suppress tics, however, this is described as very painful to do. In order to release that energy in a different way, an individual may tic dystonically. Dystonic tics are slower tics that can include tensing muscles, hair twirling, or stretching. This can be used when someone with Tourette’s is in the classroom and wants to release the energy they feel in a more subtle manner.

Marx explains how his diagnoses affect him in the classroom and from day to day. His OCD can cause him to ruminate on a certain thought or concept, and finds it hard to complete other responsibilities when it occurs. Alongside the energy that his ADHD requires him to release in order to focus, his Tourette’s acts in the same way.

“There are two types of kinetic energy in your body. Fine motor coordination is something that Tourretic brains struggle with,” Marx said. “When I took chemistry, I found difficulties because you have to be precise and careful. [Chemistry] is all about waiting and doing things at specific times, which makes me understimulated. It’s like you have this energy in your body that needs to be expressed somehow. It makes me feel like a child.”

Marx describes sitting still as being painful. Sensory seeking has been something that affects him in the classroom, and needs an outlet to expend the energy he feels. His accommodations include being able to take breaks during class to walk and time and a half on exams.

“Having extra time on tests has been really helpful. Sitting still over a period of time gets painful. I’m a sensory seeker, and I need that stimulation. Being able to leave class to walk has been a super helpful accommodation.” Marx said.

Sensory seeking is a behavior that requires an individual to seek out stimulation through the five senses: touch, sight, sound, smell, and taste. ADHD and OCD are common diagnoses that sensory seeking presents itself in, although not everyone with these conditions experience this on the same level.

Percy Schulz is a full-time second year ECC student diagnosed with Dissociative Identity Disorder and Post Traumatic Stress Disorder. They can sometimes find themselves disconnecting during class or find some material triggering, which affects their comfort and productivity in the class.

Post Traumatic Stress Disorder develops after witnessing or experiencing a terrifying or traumatic event. The syndrome can elicit recurring thoughts or nightmares of the event, physical reactions such as sweating or nausea, and vivid flashbacks. Sights, smells, and sounds are some triggers that can remind an individual of a trauma, causing distress.

Dissociative Identity Disorder, or DID, is a condition characterized by the manifestation of two or more personality states. DID is caused by a traumatic event, which is a response to help cope with and avoid certain memories. Dissociative disorders involve issues with perception, memory, sense of self, behavior and emotion.

“I dissociate. It’s the disconnect from the body,” Schulz said. “There can also be PTSD triggers in the classroom, like sudden loud noises, people getting very close, speaking in front of people, especially unprompted, can all be difficult to manage. There’s also some topics that may happen that can be triggering relating to the trauma I have.”

Schulz works with their academic advisors to discuss classes that can be a good fit for them. Alongside their communication with academic advising, they express the nature of their diagnoses to their teachers before the semester starts, so their instructors can have a better understanding on some of the actions they can take to make them successful in the classroom.

“My academic advisor will let me know the content of the classes I’m choosing. They know more about the course catalog much better than I do, so going through options with them helps,” Schulz said. “I’ll also talk to my professors to let them know how my diagnoses work. I request to not be ‘cold called’, which is being called on unexpectedly.”

Schulz works with their disability specialist from the disability services department for their accommodations. With these accommodations, Schulz has access to the wellness center and the testing center when needed, and is able to take some time away from classes when they need to decompress.

“If I didn’t have these accommodations, I feel like I wouldn’t be able to be a successful student. When I have episodes, it’s really hard to feel real and feel grounded, and a lot of college is personal responsibility. If I don’t feel like a person, it can get troubling. I feel like ECC takes a more personal approach. In high school, they didn’t get to know you. I work with my disability specialist putting together my accommodations.”

Each student at ECC is assigned an academic advisor for their time at the school. Advisors will help students pick classes based on the select degree, certificate, or program they are trying to achieve. The Director of Academic Advising, Natalie Leisering, has been at ECC for nine years and works with each department to help support every student she sees in her office.

“Taking the time to ask students questions and listen to their experiences so we know what supports to put in place is the first initiative of supporting our students,” Leisering said. “Sometimes that looks like a referral to another office, but sometimes that help can be provided in our office too. Our advisors can refer students to success coaches. Chiquita Hallom, for example, is the disability services success coach. The success coaches who aren’t housed in that department still very much so work with students who have accommodations.”

If students would prefer for their academic advisor to know the nature of their neurodivergence, students themselves can notify their advisor of that information.

“One of the things that I think is important to know is to help protect a student’s privacy is that when meeting with an academic advisor, there is nothing that indicates to that advisor that they identify as neurodiverse.”

Because student information is kept confidential, academic advisors encourage their students to voice their needs regarding their situations and classes. If the student is comfortable with disclosing this information, the advisor and student can collaborate together to work out a course plan that works for them.

“Advisors often hear from students about what their preferred learning styles are,” Leisering said. “So advisors can help students use the self service module to filter for specific sections. We have an increased number of students who are interested in online classes, and so we can help empower them to know how to search for our online asynchronous classes for example.”

Academic advisors can help students through different coaching methods. They can help students structure different avenues of asking for help from their instructors, like help with drafting emails or role playing so the student feels comfortable speaking with their instructor face to face.

“It begins with listening,” Leisering said. “Listening to their story, hearing what their challenges are and hearing what their experiences are. Each of the students that sits across our desks has different goals, interests, styles, and barriers, and all of our jobs begin with sitting down with the student and hearing a little more about their story.”

Students can learn more about academic advising and student success coaches here.

Click here for more information on Elgin Community College’s disability services department.

If eligible for qualification, students can seek assistance and learn more about the TRiO program here.