About the Panel
This panel will shed light on the strides being made toward creating more inclusive and supportive post-secondary education environments for neurodivergent students. Through research findings and successful programs, our panelists will highlight the challenges and triumphs of fostering neuroinclusivity. Attendees will gain valuable insights into evidence-based policies, student achievements, and innovative approaches that promote meaningful inclusion and success.
This session will feature 4 brief panel presentations, each followed by a short Q&A. There will also be a broader Q&A at the end.
Panel Presentations
Making the Invisible Visible
Dr. Fane will present findings from the first national large-scale study on the neuroinclusivity of Canadian higher education. This presentation will shed light on the unique challenges faced by neurodivergent students and offer insights into evidence-based policies and practices that enhance meaningful inclusion. The research report is titled, “Making the Invisible Visible.”
Peer Mentorship Models
Dr. Ames’ research examines the support needs, accessibility, and experiences of autistic postsecondary students across Canada. This presentation will summarize findings from a Canadian mapping of postsecondary programming for autistic students, along with the facilitators and barriers of development and implementation of such services. Dr Ames will also explore the Canadian landscape for autism postsecondary supports, and suggest future directions to promote neuroinclusive postsecondary campuses.
SFU Autism Mentorship Initiative
Drs. Birmingham and larossi will discuss the SFU Autism Mentorship Initiative (AMI), a peer-mentoring program co-founded in 2013 with the centre for accessible learning. Free for autistic students, AMI has positively impacted autistic mentees’ adjustment to SFU and provided professional growth for mentors. The presenters will share their research on AMI, as well as ideas for re-modeling the program to better align neurodiversity-affirming practices, and address fiscal challenges faced by universities nationwide.
Access Programs at Capilano University
Instructors Alison Hale and Kathy Moscrip will highlight the access programs at Capilano University for neurodiverse students, with a focus on the distinctive aspects of the education and employment program. The discussion will celebrate the achievements of students who have overcome significant barriers to succeed, while also exploring the ongoing challenges in providing essential support that enables students to thrive both academically and professionally.
Registration Coming Soon
This session will be recorded, archived, and made available publicly on BCcampus.ca. By participating in this session, you acknowledge you are aware your participation will be recorded and the recording will be openly available.
Panelists
Dr. Jennifer Fane is the lead research associate in the education and skills knowledge area at The Conference Board of Canada, specializing in neurodiversity and inclusion. She holds an interdisciplinary PhD in education, public health, and social policy, and brings 18 years of experience as a teacher, teacher educator, educational researcher, and scholar in both Canada and Australia. Prior to joining the Conference Board, Dr. Fane held a senior leadership role at a nonprofit organization supporting neurodivergent individuals, where she oversaw human resources, educational programming, research, and community engagement. Her work bridges individual and systems advocacy, with a strong focus on promoting neuroinclusivity throughout education, employment, and community settings.
Dr. Megan Ames is an assistant professor in the department of psychology at the University of Victoria. Dr. Ames’ research focuses on supporting autistic postsecondary students with a focus on peer mentorship models. In her graduate work, Dr. Ames was involved in developing and evaluating a peer mentorship model for autistic university students; Ames et al., (2015). Overview and evaluation of a mentorship program for university students with ASD. Focus on Autism and Other Developmental Disabilities, 31(1), 27-36. doi: 10.1177/1088357615583465. Dr. Ames and her team also published an environmental scan of autism-specific postsecondary supports across Canada; Ames et al. (2022). Canadian mapping of autism-specific supports for postsecondary students.
Dr. Elina Birmingham is the director of the Autism in Education Lab (AEL) and associate professor of educational psychology at Simon Fraser University. The overarching goal of her research is to better understand and support children, youth and adults on the autism spectrum. Dr. Birmingham’s lab leads five main programs of research: creating smart technology using artificial intelligence to support autistic children, youth, and adults who experience decreased sound tolerance; incorporating the perspectives of autistic individuals in research and supporting neurodiversity; improving the university experience of autistic SFU students through the Autism Mentorship Initiative; and improving work-integrated learning (WIL) experiences for autistic postsecondary students. Dr. Birmingham’s research is currently funded by the Kids Brain Health Network (KBHN), Kids Brain Health Foundation (KBHF), and the Laurel Foundation.
Dr. Grace Iarocci is the director of the Autism and Developmental Disabilities Lab (ADDL) and a professor of psychology at Simon Fraser University. She was also a Michael Smith Foundation for Health research scholar and a faculty mentor of the Autism Research Training Program (ART). The ART program was funded by the Canadian Institutes for Health Research (CIHR), designed to recruit and train outstanding researchers of autism in disciplines such as psychology, genetics, imaging, epidemiology, and neurology. Dr. Iarocci is also past president of the board of directors of Autism Community Training and works closely with government and community agencies in B.C. to disseminate research information on ASD and influence policy on ASD and other developmental disabilities. Dr. Iarocci’s research is funded by the Social Sciences and Humanities Research Council, the Michael Smith Foundation for Health Research, and the Human Early Partnership.
Alison Hale has been an instructor in the access department at Capilano University since 2010. Alison has supported neurodiverse individuals in various educational and employment settings. She has worked in various roles, including job developer and instructor in a supported employment program, director of a provincial vocational rehabilitation program, and counselor at an international vocational testing company. Outside of her professional career, Alison has been an active volunteer with organizations such as Vancouver Adaptive Snow Sports and has served on the board of the Sunny Hill Auxiliary and Vancouver Foundation.
Kathy Moscrip: After completing her degree in developmental psychology at UBC, Kathy began working in the field of employment training through a grant offered during the International Year of Persons with Disabilities. In 1985, she joined Kwantlen College, now KPU, to support neurodiverse students in post-secondary programs, and she has continued her career in this field ever since. Kathy has been at Capilano University since 2003, where her passion for fostering an inclusive environment for students remains at the heart of her work.