From Accommodation to Design: Creating Neuroinclusive Online Spaces in Higher Education

Neurodivergent students represent a growing share of college enrollments, with estimates suggesting that at least 10 percent of postsecondary students have a documented neurocognitive diagnosis, and as many as 30 percent may be neurodivergent when accounting for undisclosed or undiagnosed conditions. As online and technology-mediated learning expand, many colleges still rely on models that are procedurally complex, compliance-driven, and insufficiently responsive to the lived realities of this population. Drawing on research evaluating neurodivergent student support services, this session translates qualitative findings into practical guidance for creating neuroinclusive online spaces from enrollment to the classroom. Online spaces are not limited to the LMS; students experience “online space” across public websites, portals, intake forms, systems, email, workflows, and digital learning environments. When these systems are fragmented or compliance-focused, they create barriers that shift administrative and cognitive load onto students. This presentation highlights a shift toward asset-based, student-centered, neurodiversity-affirming practices and offers examples of neuroinclusive design moves such as streamlined navigation, consistent course organization, multimodal directions, low-stakes onboarding, and strengths-based language in digital environments so more students can access, interpret, and use online spaces without barriers.