{"id":6100,"date":"2026-03-05T18:06:29","date_gmt":"2026-03-05T18:06:29","guid":{"rendered":"https:\/\/in.nau.edu\/institute-human-development\/?p=6100"},"modified":"2026-03-13T13:49:11","modified_gmt":"2026-03-13T13:49:11","slug":"new-course-spotlight-neurodiversity-in-society","status":"publish","type":"post","link":"https:\/\/in.nau.edu\/institute-human-development\/new-course-spotlight-neurodiversity-in-society\/","title":{"rendered":"New Course Spotlight: Neurodiversity in Society"},"content":{"rendered":"

This spring,\u00a0the Institute for Human Development launched a new course, \u201cNeurodiversity in Society,” developed in collaboration with a\u00a0student with autism and informed by lived experiences and insights from other neurodivergent students, creators, thinkers, and activists. <\/span><\/p>\n

Neurodiversity<\/em> is the idea that differences in how people think, learn, and experience the world, such as autism, attention-deficit\/hyperactivity disorder (ADHD), and dyslexia, are natural variations of the human brain rather than deficits that must be \u201cfixed.” Reflecting this perspective, the course is an innovative addition to NAU\u2019s\u202fMinor in Disability Studies<\/a> and also satisfies\u202fgeneral studies requirements, making it accessible to students across a wide range of disciplines. <\/span>The class filled quickly, with many students joining a waitlist for the limited spots. This enthusiasm reflects growing awareness of neurodiversity on campus and highlights the importance of this topic for students in\u202fpublic health, speech-language pathology, psychological sciences, education, and related fields.<\/span>\u00a0<\/span><\/p>\n

Course Leadership<\/span><\/b>\u00a0<\/span><\/p>\n

Dr. Jade Metzger-Rifkin, a neurodivergent researcher with over 10 years of college teaching experience, serves as the course instructor. Dr. Metzger-Rifkin has presented extensively on neurodiversity in postsecondary education and recently co-presented with\u202fAnirudh Subramanian, founder and former president of the\u202fAutistic Student Union at The Ohio State University, at the\u202f2025 Pacific Rim International Conference on Disability. Their presentation focused on strategies for improving learning outcomes for neurodivergent students in STEM disciplines.<\/span>\u00a0<\/span><\/p>\n

Course Structure<\/span><\/b>\u00a0<\/span><\/p>\n

Designed around\u202fstudent choice and autonomy, a core principle of\u202funiversal design for learning (UDL), the course includes both required core assignments and optional enhanced assignments. Students complete all core assignments and select several enhanced assignments to explore specific topics in greater depth.<\/span>\u00a0<\/span><\/p>\n

The course is organized into six modules:<\/span>\u00a0<\/span><\/p>\n

    \n
  1. Introduction to Neurodiversity<\/span><\/i>\u202f\u2013 Core concepts, including neurodiversity, neurodivergence, and neurotype.<\/span><\/li>\n
  2. Neurodiverse Origins<\/span><\/i>\u202f\u2013 Historical perspectives on neurodiversity, from ancient times to the modern Neurodiversity Movement.<\/span><\/li>\n
  3. Neurodiversity, the Self, and Relating<\/span><\/i>\u202f\u2013 Collective narratives exploring diagnosis, identity, and interpersonal relationships.<\/span><\/li>\n
  4. Neurodiversity in Education, Labor, and Health Systems<\/span><\/i>\u202f\u2013 Experiences of neurodivergent individuals in learning, working, and healthcare environments.<\/span><\/li>\n
  5. Representations of Neurodiversity in Media<\/span><\/i>\u202f\u2013 Critical analysis of portrayals in film, television, social media, politics, and journalism.<\/span><\/li>\n
  6. Neurodiverse Futures<\/span><\/i>\u202f\u2013 Examination of emerging issues such as gene editing, workforce development, and curative political rhetoric.<\/span>\u00a0<\/span><\/li>\n<\/ol>\n

    Student Engagement<\/span><\/b>\u00a0<\/span><\/p>\n

    Students and instructors interact through\u202fsocial annotation technology, which encourages collaborative reading and discussion. Within the first five weeks, students generated\u202fnearly 600 comments, engaging deeply with course materials, asking thoughtful questions, and connecting course content to their personal experiences and professional goals.<\/span>\u00a0<\/span><\/p>\n

    For the final capstone project, students choose one of three options:<\/span>\u00a0<\/span><\/p>\n