Accommodations for Neurodivergent Students: Individualization and How to Implement Individualization in the Classroom

This literature review examines the current literature on accommodations for neurodivergent students, factors that may affect neurodivergent learning, and the importance of individualization. Current literature posits that accommodations for neurodivergent students in the education system are insufficient and ineffective (Nieminen, 2023). New models that focus on holistic accommodations have been proposed, integrating the teacher, fellow students, and the classroom environment into the neurodivergent learning process. These new holistic models were analyzed to understand them better and to ensure they match past and current research on neurodivergent populations. Most importantly, these models demonstrate the importance of individualizing instruction for each student, a practice strongly supported by current research. This paper also offers recommendations on how to fill the gaps in the current research, such as a lack of longitudinal studies. In addition, this paper recommends a new model for neurodivergent accommodation research called condition-specific individualization, which isa more effective framework for developing accommodation strategies. This model addresses accommodations and condition knowledge issues in classrooms attempting to accommodate neurodivergent students. Furthermore, this model recommends research into whether certain neurodivergent disorders are more receptive to certain forms of accommodation. Such research would allow for key individualization, while also recognizing that classrooms cannot always individualize to the degree recommended by current research. Through this analysis and these recommendations, this paper aims to create more effective neurodivergent accommodation models.
            Keywords: Neurodivergent accommodations, neurodivergent education, individualized learning, neurodivergent stigma, classroom environments