Neuroinclusive Excellence at UC Clermont

Welcome to the home for Neuroinclusive Educational Excellence at the University of Cincinnati. To ensure every student can thrive, our goal is to promote neuroinclusivity without compromising the academic rigor and integrity that are the hallmarks of higher education. We endeavor to shape an educational landscape where diversity is not just accepted but welcomed, where the success of every learner is nurtured and where the future is neuroinclusive.

Our mission is to unlock the full potential of every student, creating a learning environment as diverse and dynamic as the community it serves.

We aim to foster neuroinclusivity in higher education, illuminating the path to a more accessible and inclusive academic environment. We are at the forefront of a transformative movement in which the rich tapestry of diverse learning styles and needs are accounted for as we create, develop and deliver our academics. By recognizing and embracing neurodiversity, we can unlock the full potential of every student and contribute to a more equitable and enriching academic experience for all.

Neurodiversity encompasses a range of neurological differences, including, but not limited to: autism, ADHD, dyslexia and other cognitive variations. It is estimated that 15-20 percent of the world's population exhibits some form of neurodivergence, and the number of diagnoses is increasing at an exponential rate. These numbers don’t account for self-diagnoses, where individuals self-identify with traits commonly classified as neurodiverse. Yet, the current higher educational landscape often falls short of accommodating these individuals' unique strengths and challenges.

In a world where neurodiversity is as natural as any spectrum of human attributes, we challenge the traditional educational paradigm by broadening the definition of a "typical" student body.

Neuroinclusive teaching practices — proven to be the gold standard in pedagogy — help everyone. They improve student persistence and success universally. Embracing neurodiversity is not just an initiative; it’s a celebration of potential, fostering a more equitable and enriching academic journey for all.

At the University of Cincinnati, neuroinclusive excellence is a top priority.

We are re-envisioning the modern educational system to meet the needs of the modern student.

We embrace a multifaceted approach underpinned by the social model of disability, which celebrates the richness of cognitive diversity and challenges stigmatization.

We recognize that physical and neurological differences are natural variations in the human population.

We acknowledge that these differences contribute to diverse cognitive strengths, perspectives and abilities.

We strive to capitalize on each person's unique abilities, strengths and perspectives instead of focusing on their deficits.

We are committed to teaching the way students learn.

UC Clermont College is pioneering efforts to create inclusive academic environments for neurodivergent learners through a comprehensive, evidence-based approach. The college aims to become a national leader in neurodivergent education by launching the first online degree programs offered by a public university that are explicitly certified as neuroinclusive. In addition, we developed the Neuroinclusive Course Design Standards, established a rigorous Neuroinclusive course design review and certification process, and earned recognition through the Autism-Inclusive Campus Designation Pilot Program, a distinction awarded to only a select group of institutions in North America. Additionally, professors Patty Goedl and Meera Rastogi are co-editors of the forthcoming academic volume "The Handbook of Evidence-based Neuroinclusive Teaching, Course Design, and Student Support in Higher Education," accepted for publication by Elsevier in spring 2025.

Developed at UC Clermont and copyrighted by the University of Cincinnati, the Neuroinclusive Course Design Standards offer a comprehensive framework for designing neuroinclusive college-level courses. Grounded in Universal Design for Learning (UDL), Quality Matters™ (QM) and evidence-based practices informed by the neuroscience of learning, these standards can function as a standalone course design model or enhance existing frameworks. By centering the needs of neurodivergent learners, the standards promote equity while maintaining academic rigor. Rooted in principles of accessibility, inclusion and evidence-based pedagogy, the Neuroinclusive Course Design Standards aim to foster rigorous, inclusive and accessible instruction that benefits all learners. Courses designed using these standards support improved learner success, persistence and retention, reflecting best practices in teaching and learning.

UC Clermont has launched a comprehensive service to support higher education faculty in designing and certifying neuroinclusive courses. This initiative includes structured training and personalized guidance for any faculty member interested in pursuing the Neuroinclusive Course Design certification. Through a rigorous evaluative review process, UC Clermont will certify individual courses that meet the Neuroinclusive Course Design Standards. Plans are underway to expand this service across the University of Cincinnati and to external institutions seeking to offer neuroinclusive courses.

Starting Fall 2026, UC Clermont will launch four fully online Associate of Applied Business degrees:

• Accounting Technology
• Business Applications Technology
• Business Management Technology
• Marketing Management Technology

Every course offered within these programs will have completed a rigorous course design, review, and certification process to ensure that it adheres to the Neuroinclusive Course Design Standards. There are a handful of private colleges that only accept learners with a neurodivergent diagnosis. However, these will be the first entire academic degree programs at a public university in which all courses are intentionally designed from the ground up to serve learners who identify as neurodivergent. Importantly, learners do not need a formal diagnosis to enroll in these programs. Further, the design principles underlying these programs benefit all learners, including non-traditional learners, first-generation college learners, underprepared learners and English language learners. Grounded in evidence-based practices and the neuroscience of learning, neuroinclusive course design has been shown to improve outcomes for all learners — not just those who identify as neurodivergent — by fostering accessibility, inclusion and academic rigor.

This Elsevier-published volume features 17 chapters of evidence-based strategies for neuroinclusive course design, instruction, and learner support. It is intended as a foundational resource for faculty, staff, and academic leaders across disciplines and delivery formats.

Through these initiatives, UC Clermont is setting a new standard for neuroinclusive education, fostering learner success, persistence and retention.

Your participation is pivotal in shaping a future where higher education celebrates neurodiversity and inclusivity. Together, we can create a lasting legacy that will empower not just today’s scholars but also pave the way for future generations.

Are you interested in contributing to Neuroinclusive Excellence at the University of Cincinnati? We value your expertise, insights, and support. Here are a few ways you can get involved:

We sincerely appreciate the supporters and donors who have joined us on this transformative Journey. Your support guides us towards a future where higher education is accessible and inclusive for everyone. 

Together, we celebrate a world where learning diversity is not just supported-it's championed. 

We extend our heartfelt gratitude to the following supporters whose contributions were instrumental in launching our project. Your generosity has made a significant impact and we deeply appreciate your belief in our mission. 

Dr. Jeffrey Bauer, Dean of UC Clermont College and Professor of Marketing. Generous donors to the UC Clermont College Sophia Fund for Innovation.