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- Description
- Table of Contents
- About the authors
Neurodiverse students encounter myriad barriers and hurdles to thriving in academia, and there is an increasing need for all types of accessibility in our libraries. Librarians and educators working in academic institutions can partner with neurodiverse students to help them flourish on campus and establish community.
In five parts, Supporting Neurodiverse Students in Academic Libraries offers practical advice that can be easily implemented and scaled to various types, sizes, and budgets of libraries.
- Instruction
- Services
- Cross-Campus Collaborations
- Resources
- Spaces
Chapters include effective practices for students with autism spectrum disorder, brain trauma, and PTSD, but also depression, anxiety, and other mental health disorders. Supporting Neurodiverse Students in Academic Libraries demonstrates the power of working alongside students to create welcoming spaces, services, and resources that can help all students succeed.
Introduction
Part I: Instruction
Chapter 1
Words, Pain, and Empowerment: Naming Neurodiversity
Elizabeth Pineo
Chapter 2
Designing Library Instruction that is Inclusive of Neurodiverse Learners Through Application of a Universal Design Framework
Sheryl Burgstahler, Ph.D.
Chapter 3
Empathetic Pedagogy: Fostering Inclusivity in Library Instruction for Neurodiverse Learners
Amanda Larson and Hanna Primeau
Part II: Services
Chapter 4
Library Services for Students with Post-Traumatic Stress Disorder
JJ Pionke
Chapter 5
Helping Neurodiverse Students by Accepting Ourselves: Creating an Inclusive Atmosphere for Neurodiverse Library Workers
Ian Ross Hughes, Rose Melonis, and Rachel Menzel
Chapter 6
Developing a Library Student Employee Training Program to Improve Interactions with Neurodiverse Students
Sherry Packard and Connie Strittmatter
Chapter 7
New York University’s Accessibility and Accommodations Librarian
Lauren Kehoe
Part III: Cross-Campus Collaborations
Chapter 8
Supporting the Success of the Neurodivergent Student: Creating Accessible and Inclusive Library Resources, Services, and Spaces
Dawn Behrend
Chapter 9
Sustainable Cross-Campus Collaborations to Support Library-Based Sensory Social Justice
Brett Spencer, Meghan B. Owenz, and Deniz Aydemir-Döke
Chapter 10
Confident Collaborations: Working Together to Offer Library Group Tours
Amy Dye-Reeves
Chapter 11
Fostering Success: How Cross Campus Partnerships Can Improve Accessibility, Engagement, and Inclusion for Autistic Undergraduate Students
Mercedes Rutherford-Patten and Luna Nombrano Larsen
Chapter 12
When Two Plus Two Isn’t Four: Supporting Students with Learning Disabilities
Haley Dittbrenner
Part IV: Resources
Chapter 13
Developing Academic Library Resources for Neurodiverse Students: A Multi-Faceted Approach at West Chester University
Gary M. Childs and Kerry Walton
Chapter 14
Designing for Neurodiversity in Web Spaces
Kelly Getz and Kimberly Shotick
Chapter 15
Supporting Neurodivergent Students in Archives and Special Collections
Colleen Hoelscher
Chapter 16
Taking Steps Toward Improved Library Service for Neurodiverse Students: Projects and Initiatives at the University of Iowa Libraries
Rita Soenksen
Chapter 17
It’s More than the Building: An Autistic Librarian’s Perspective on Library Accessibility
Mary Catherine “Cat” Ellis
Part V: Spaces
Chapter 18
“I Need Some Space:” Creating Library Spaces That Work for Everyone
Alison Downey and Rachael Muszkiewicz
Chapter 19
Failing to Plan is Planning to Fail: Neurodiversity as a Planning Component for Library Spaces
Micki Dietrich, Ian Ross Hughes, Rose Melonis, and Rachel Menzel
Chapter 20
Creating a Comforting, Welcoming Environment for All
Gretchen Dreimiller
Chapter 21
Alone, Together: Designated Quiet Spaces in Academic Libraries
Amy Deuink
Chapter 22
Installing a Sensory Space at New York University Libraries: Planning, Inclusive Research, Partnerships, and Impact
Harini Kannan, Lauren Kehoe, and Lisa Gayhart
About the Editors and Authors