Neurodiversity is an umbrella term that describes variation in brain function among individuals, including conditions such as Attention deficit hyperactivity disorder (ADHD), or dyslexia. Neurodiversity is common in the general population, with an estimated 5.0% to 7.1% and 7% of the world population being diagnosed with ADHD and dyslexia respectively. Neurodivergent (ND) individuals often experience challenges in specific tasks, such as difficulties in communication or a reduced attention span in comparison to neurotypical (NT) individuals. However, they also exhibit specific strengths, such as high creativity or attention to detail. Therefore, improving the inclusion of ND individuals is desirable for economic, ethical, and for talent reasons. In higher education, struggles of ND students are well-documented. Common issues in this area are a lack of awareness among other students and staff, forms of assessment that are particularly challenging for some students, and a lack of offered accommodations. These factors commonly lead to stress, anxiety, and ultimately a risk of dropping out of the studies. Accommodations for ND students can require substantial effort. However, smaller changes in course material can already have major impact. In this chapter, we summarise the lessons learned from an intervention in four courses in undergraduate computer science programmes at Reykjavik University, Iceland, over a period of two terms. Following accessibility guidelines produced by interest groups for different ND conditions, we created course material in the form of slides and assignments specifically tailored to ND audiences. We focused on small, economical changes that could be replicated by educators with a minimal investment of time. We evaluated the success of our intervention through two surveys, showing an overall positive response among ND students and NT students.

翻译：神经多样性是一个概括性术语，描述个体间大脑功能的差异，包括注意缺陷多动障碍（ADHD）或阅读障碍等状况。神经多样性在普通人群中较为常见，估计全球人口中分别有5.0%-7.1%和7%被诊断为ADHD和阅读障碍。与神经典型（NT）个体相比，神经多样性（ND）个体在特定任务中常面临挑战，例如沟通困难或注意力持续时间较短。然而，他们也展现出独特优势，如高创造力和注重细节。因此，提升ND个体的包容性在经济、伦理和人才层面均具有重要价值。在高等教育领域，ND学生面临的困境已有充分记录。常见问题包括：其他学生及教职人员缺乏认知、某些评估形式对特定学生尤为困难、以及缺乏提供的合理便利。这些因素常导致压力、焦虑，最终增加辍学风险。为ND学生提供合理便利可能需要大量投入，但课程材料的微小调整即可产生重大影响。本文总结了在冰岛雷克雅未克大学计算机科学本科四门课程中，持续两个学期的干预经验。遵循针对不同ND状况的利益群体发布的可访问性指南，我们制作了专门针对ND受众的课件和作业材料，聚焦于可通过最少时间投入被教育者复制的低成本经济型调整。通过两项调查评估干预效果，结果显示ND学生和NT学生均作出总体积极反馈。