Inclusive Pedagogy and ADHD: Problematising Neuronormative Teaching Practices in Higher Education
In recent decades, university classrooms across the world have been opened up to an increasingly diverse student population. In response, instructional approaches such as Inclusive Pedagogy (IP) and Universal Design for Learning (UDL) are being utilised to support the diverse learning needs of these students. Despite this, there are students with invisible disabilities who often do not receive the supports necessary to achieve academic success. Looking specifically at the invisible disability of Attention Deficit Hyperactivity Disorder (ADHD), this chapter examines barriers to the effective implementation of IP in higher education. (May 2026)