This research explores how neurodivergence and disability are understood across academic and professional contexts through institutional structures that shape experiences of inclusion and exclusion.

Barriers to participation are not isolated but embedded in policies, practices, and assumptions that privilege particular ways of thinking and learning.

It also explores how learning environments can be rethought to better support participation, engagement, and inclusion.

Teaching, Learning & Inclusion

Elon University, North Carolina

Neurodiversity, Policy & Inclusive Learning

This work examines how neurodivergence and disability are understood across academic and professional contexts, and how institutional structures shape experiences of inclusion and exclusion.

It examines how policies and practices shape access and participation, particularly for neurodivergent learners, with research supported through a seminar series at Elon University and ongoing international collaboration.

Learning Environments & Institutional Change

This work explores how teaching practices and institutional decisions shape how learning is experienced, and how access and participation are structured across contexts.

Drawing on the Scholarship of Teaching and Learning, it takes a systems-level approach to designing inclusive learning environments, with attention to how teaching practices, course structures, and institutional policies influence participation.