Supporting Neurodiverse Students in Academic Libraries

Amanda Boyer (Edited by), Amir El-Chidiac (Edited by)

9798892555975

Paperback / softback, published 21 July 2025

384 pages
25.4 x 17.8 x 2.4 cm, 0.454 kg

Neurodiverse students encounter myriad barriers and hurdles to thriving in academia, and there is an increasing need for all types of accessibility in our libraries. Librarians and educators working in academic institutions can partner with neurodiverse students to help them flourish on campus and establish community.

In five parts, Supporting Neurodiverse Students in Academic Libraries offers practical advice that can be easily implemented and scaled to various types, sizes, and budgets of libraries.

• Instruction
• Services
• Cross-Campus Collaborations
• Resources
• Spaces

Introduction

Part I: Instruction
Chapter 1
Words, Pain, and Empowerment: Naming Neurodiversity —
 
Elizabeth Pineo

Chapter 2
Designing Library Instruction that is Inclusive of Neurodiverse Learners Through Application of a Universal Design Framework —
 
Sheryl Burgstahler, Ph.D.

Chapter 3
Empathetic Pedagogy: Fostering Inclusivity in Library Instruction for Neurodiverse Learners —
 
Amanda Larson and Hanna Primeau

Part II: Services
Chapter 4
Library Services for Students with Post-Traumatic Stress Disorder —
 
JJ Pionke

Chapter 5
Helping Neurodiverse Students by Accepting Ourselves: Creating an Inclusive Atmosphere for Neurodiverse Library Workers —
 
Ian Ross Hughes, Rose Melonis, and Rachel Menzel

Chapter 6
Developing a Library Student Employee Training Program to Improve Interactions with Neurodiverse Students —
 
Sherry Packard and Connie Strittmatter

Chapter 7
New York University’
s Accessibility and Accommodations Librarian —
 
Lauren Kehoe

Part III: Cross-Campus Collaborations
Chapter 8
Supporting the Success of the Neurodivergent Student: Creating Accessible and Inclusive Library Resources, Services, and Spaces —
 
Dawn Behrend

Chapter 9
Sustainable Cross-Campus Collaborations to Support Library-Based Sensory Social Justice —
 
Brett Spencer, Meghan B. Owenz, and Deniz Aydemir-DÖ
ke

Chapter 10
Confident Collaborations: Working Together to Offer Library Group Tours —
 
Amy Dye-Reeves

Chapter 11
Fostering Success: How Cross Campus Partnerships Can Improve Accessibility, Engagement, and Inclusion for Autistic Undergraduate Students —
 
Mercedes Rutherford-Patten and Luna Nombrano Larsen

Chapter 12
When Two Plus Two Isn’
t Four: Supporting Students with Learning Disabilities —
 
Haley Dittbrenner

Part IV: Resources
Chapter 13
Developing Academic Library Resources for Neurodiverse Students: A Multi-Faceted Approach at West Chester University —
 
Gary M. Childs and Kerry Walton

Chapter 14
Designing for Neurodiversity in Web Spaces —
 
Kelly Getz and Kimberly Shotick

Chapter 15
Supporting Neurodivergent Students in Archives and Special Collections —
 
Colleen Hoelscher

Chapter 16
Taking Steps Toward Improved Library Service for Neurodiverse Students: Projects and Initiatives at the University of Iowa Libraries —
 
Rita Soenksen

Chapter 17
It’
s More than the Building: An Autistic Librarian’
s Perspective on Library Accessibility —
 
Mary Catherine “
Cat”
Ellis

Part V: Spaces
Chapter 18
“
I Need Some Space:”
Creating Library Spaces That Work for Everyone —
 
Alison Downey and Rachael Muszkiewicz

Chapter 19
Failing to Plan is Planning to Fail: Neurodiversity as a Planning Component for Library Spaces —
 
Micki Dietrich, Ian Ross Hughes, Rose Melonis, and Rachel Menzel

Chapter 20
Creating a Comforting, Welcoming Environment for All —
 
Gretchen Dreimiller

Chapter 21
Alone, Together: Designated Quiet Spaces in Academic Libraries —
 
Amy Deuink

Chapter 22
Installing a Sensory Space at New York University Libraries: Planning, Inclusive Research, Partnerships, and Impact —
 
Harini Kannan, Lauren Kehoe, and Lisa Gayhart

About the Editors and Authors