Date of Graduation

5-2026

Document Type

Thesis

Degree Name

Bachelor of Science in Human Environmental Sciences

Degree Level

Undergraduate

Department

Human Development, Family Sciences and Rural Sociology

Advisor/Mentor

Dr. Jacquelyn Wiersma-Mosley

Committee Member

Donia Timby

Second Committee Member

Dr. Isabel Whitehead-Adams

Abstract

Neurodivergent students face misunderstanding, stigma, and systemic barriers that impact academic and emotional well-being. The purpose of this study was to develop and implement a curriculum-based project designed to educate college students about neurodiverse experiences and improve knowledge, empathy, and understanding. The curriculum was administered in two formats: an in-person format with pre- and post-survey measurements and an online “choose your own adventure” implementation utilizing post-survey measurements. Participants engaged in simulated cognitive and sensory activities that represented experiences associated with dyslexia, ADHD, dysgraphia, and dyscalculia. Although limited by a small sample size, reliance on self-report measures, lack of a pre-survey in the online format, and a single in-person implementation, findings suggest that simulation-based learning may be an effective approach to fostering meaningful understanding and advocacy for neurodivergent individuals and experiences. This study contributes to the growing literature advocating for innovative, immersive neurodiversity education within higher education settings.

Keywords

Neurodiversity; Simulation-based learning; Disability awareness; ADHD; Dyslexia; Dysgraphia; Dyscalculia; Curriculum development

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