Striving for Greater Equity and Access for Neurodivergent College Music Students

Authors

• Rhoda Bernard Berklee College of Music

DOI:

https://doi.org/10.54916/rae.163406

Keywords:

neurodivergence, accessibility, inclusion

Abstract

An increasing number of neurodivergent individuals are enrolling in colleges and universities, where they often encounter a wide range of challenges, such as ableist attitudes, policies, and practices, emotional distress, and academic struggles. This Commentary examines issues of equity and access for neurodivergent higher education music students through discussion and analysis of two initiatives at Berklee College of Music in Boston, Massachusetts, USA. The recommendations of neurodivergent researchers and neurodivergent higher education community members are employed as a critical lens for these initiatives, and as a framework for the field.