New Position Addresses Needs of Neurodiverse Students
The first year of college is difficult for everyone; a new home, people, schedule, and responsibilities, plus an academic workload that can be overwhelming on its own is always a challenge. Transitioning from home, where a support network of family, friends and others may already be in place, to a new environment and facing these challenges on one’s own can be daunting. The unique needs of neurodiverse students may be overlooked in policies designed to assist the neurotypical student.
The number of neurodiverse college students is on the rise nationally. At Grinnell, the number of neurodiverse seeking support through the office of Accessibility and Disability Services has increased dramatically over the past decade.
“We recognized that there was a gap in services for neurodiverse students,” says Autumn Wilke, associate chief diversity officer for Disability Resources. “These students may have difficulty finding community and encounter challenges in finding peers they can connect with, relate to, and lean on for support.”
To help close that gap, Grinnell recently established a Neurodiversity Support Specialist position within the office of Accessibility and Disability Services. The position focuses exclusively on providing assistance and resources to neurodiverse students in their first year and beyond.
“A big focus of this position will be helping these students with the transition to college and making connections that will help them both academically and socially,” says Wilke. “It will allow us to work one-on-one and tailor assistance to each student’s needs and goals.”
Emily Fenner, a Grinnell native and University of Iowa graduate, has accepted the role as Grinnell’s first neurodiversity support specialist and began the work of connecting with these students in December.
“It is my top priority to create a safe, inclusive environment where all students know they are valued and cared for,” says Fenner. “This role will allow me consistent check-ins and communication with students, so that their needs can be identified early, and concerns can be addressed as soon as possible. In this way, I can be a liaison for students who need further support and don’t know where to turn.”
Fenner’s priorities for the position include cultivating more social opportunities for neurodiverse students to connect with their peers. Since individuals have different needs, she will work with students one-on-one to create holistic plans for meeting their academic and social goals. This may include providing executive functioning support or coaching or assisting in developing social-communication skills. She will also work across the College, providing educational opportunities for faculty, staff, and students about neurodiversity in the academic setting.
“I am thrilled to be joining a brilliant, kind, welcoming team,” says Fenner. “I’m looking forward to building a rapport with students and helping ensure their socio-emotional, health, and academic needs are met. I’m excited to get to work — my door is always open!”
To request accommodations or access other resources, visit the Office of Accessibility and Disability Services page or contact the coordinator of disability resources.