This ePortfolio site is meant as a platform for sharing multi-media resources, notes, and discussion surrounding the miniFPLC Exploring Neurodiversity at UNE, which will meet for eight weeks in spring 2023. It is also a place for exploring and celebrating our unique strengths, challenges, and needs as people – in all the spaces we inhabit on the University of New England campus, online, within our local community in southern Maine, and beyond.
Participants in the Spring miniFPLC (professional learning community at UNE) will engage in an exploration of neurodiversity, with a goal of better understanding the needs of neurodivergent students on campus and online. Based largely on a screening of the film Normal Isn’t Real and a review of a related toolkit created in collaboration with Landmark College, participants will discuss a variety of topics, including learning disabilities, ADHD, and how to support students with building executive function, self-efficacy, and self-advocacy skills.
In coming months, this site will come alive with plans for an October celebration of neurodiversity, with plans for workshops, discussion, activities, and a community screening of the film Normal Isn’t Real, to help us to critically examine our own “normal.” Let’s encourage one another to become our most ardent self-advocates – and revel in what makes us diverse as people. What do you need to be fully YOU?
Interesting article from Inside Higher Ed:
A Virtual Neurodiversity Hub
A Queens College professor and two students designed an online resource center to support neurodivergent students. Here’s how—and why—other institutions can better support faculty members and staff through a similar effort.
Article link: https://www.insidehighered.com/news/2023/03/21/queens-college-debuts-virtual-neurodiversity-hub
Unfortunately, it looks like the Queens College website resource is currently unavailable (maybe that’s only temporary), but the article does discuss having these conversations with faculty, including some specific questions for considering executive function in class design.