Dolores Gage was recently invited to deliver an online talk for IE University faculty, reaching professors based in Spain and across IE’s international campuses, including New York. The invitation was circulated to approximately 1,000 faculty members worldwide, with strong engagement for a faculty development session: close to 50 registrations and nearly 40 participants attending live at the start of the session.
The session offered faculty a clear, integrated framework for understanding neurodiversity, focusing on dyslexia, ADHD, and autism. Rather than treating labels in isolation, it highlighted the shared cognitive dynamics behind neurodivergent thinking and learning, as well as their distinct expressions. Faculty were encouraged to reflect on their own teaching and consider small, practical adjustments—like clearer structure and flexible ways to demonstrate learning—that reduce barriers and enhance inclusion.
Feedback was overwhelmingly positive, with participants calling the session “immensely insightful,” “really useful and illuminating,” and “a new perspective that sparked curiosity.” Many planned to apply the ideas immediately, while many expressed how valuable it was to gain a clearer conceptual understanding rather than just additional tools.
The session reinforced the growing interest in higher education for approaches that move beyond deficit models, supporting both student wellbeing and academic potential.