Abstract
Collaborative Strategies for Designing Neuroinclusive College Campuses offers a timely and meaningful contribution to conversations surrounding neurodiversity and inclusion in higher education. Edited by Rogers-Shaw, Williams Park, Mohney, and Sheward (2026), the book examines how colleges and universities can move beyond accommodation-based approaches toward collaborative and systems-oriented models of neuroinclusion.
The edited volume explores neuroinclusive practices across multiple dimensions of campus life, including transition support, Universal Design, neurodiversity-affirming learning spaces, inclusive group work, cognitive accessibility in university libraries, and collaborative residential programming. Several chapters provide practical examples of campus-wide initiatives, such as peer mentoring programs, Inclusive Postsecondary Education Programs (IPSE), Living Learning Communities, and orientation roadmaps designed to support Neurodivergent student success. These examples strengthen the book by demonstrating how neuroinclusive practices can be implemented across academic, social, and environmental contexts.
One of the book’s greatest contributions is its strengths-based approach to Neurodivergent learners, emphasizing inclusion, accessibility, and environmental support rather than deficit-focused models. Chapters discussing Universal Design, community-informed practices, and neurodiversity-affirming educational spaces challenge institutional assumptions that place responsibility for adaptation primarily on students themselves. The emphasis on proactive environmental design aligns closely with the social model of disability and contributes meaningfully to current discussions surrounding accessibility and belonging in higher education.
The organization of the book further strengthens its accessibility and practical application for readers. Each chapter examines a distinct aspect of campus life while collectively illustrating the interconnected experiences of Neurodivergent students across higher education settings. Chapters focused on residential life, libraries, classroom instruction, and transition planning provide both conceptual discussion and applied strategies relevant to specific professional roles. This structure allows readers to engage with individual topics independently while still understanding the broader institutional importance of neuroinclusive practice.
Although the book offers extensive conceptual discussion and practical recommendations, some chapters place greater emphasis on framework development than on measurable implementation outcomes. Readers seeking formal assessment models or empirical outcome data related to neuroinclusive initiatives may find these areas less developed. Additionally, as is common with edited collections, readers are occasionally required to synthesize connections across chapters independently.
The book is particularly relevant for faculty members, disability resource professionals, student affairs staff, housing personnel, orientation leaders, and institutional administrators seeking practical neuroinclusive strategies. By addressing accessibility across multiple campus systems rather than isolated services, the book encourages institutions to approach neuroinclusion holistically. The inclusion of lived experiences and practitioner-informed perspectives further strengthens the book by emphasizing the importance of centering Neurodivergent voices within conversations surrounding inclusion and support. Overall, Collaborative Strategies for Designing Neuroinclusive College Campuses serves as both a conceptual and applied resource for institutions seeking to create more equitable and supportive learning environments.
