| Title | Conclusions |
|---|---|
| Contributor | Ash Lierman(author) |
| DOI | https://doi.org/10.11647/obp.0420.09 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0420/chapters/10.11647/obp.0420.09 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Ash Lierman |
| Publisher | Open Book Publishers |
| Published on | 2024-11-04 |
| Long abstract | Concluding thoughts are offered on the value of higher education for invisibly disabled and neurodivergent students in spite of its barriers, and the importance of respecting and valuing students as partners in improving campus environments. A number of key themes for systemic change that have emerged are identified, including inequitable time and energy demands for neurodivergent and disabled students, the need for accountability and support at all levels within and beyond individual institutions, and the need to foster human connections for student support. |
| Page range | pp. 209–220 |
| Print length | 12 pages |
| Language | English (Original) |
Dr. Ash Lierman (they/them) is the Instruction & Education Librarian at Campbell Library on the Glassboro campus of Rowan University, in southern New Jersey, USA. They are also the chair of Rowan University Libraries’ DEI Committee. They support teaching and learning across the university, particularly for the College of Education, graduate students, and online learners. As a disabled, queer, nonbinary and agender librarian, their research and professional interests focus on social justice for marginalized academic library users and workers, especially those who are disabled and LGBTQ+. They have also co-contributed a chapter to Toward Inclusive Academic Librarian Hiring Practices (Houk, Nielsen, & Wong-Welch, eds.), published in 2024 by the Association of College and Research Libraries (ACRL).