A plain text version of the zine produced by Learning and Teaching Student Partner Jess Yusko in the 2025-2026 academic year. [pdf for download]
Cover
Evergreen Faculty Supporting Inclusion
A Framework for Inclusive and Culturally Sustaining Teaching at Evergreen volume 1 issue 1
Learning and Teaching Across Significant Differences
Evidence-based practices for diverse learners
Page 2
Welcome to this human-made zine
Providing a new context for the publication: A Framework for Inclusive and Culturally Sustaining Teaching at Evergreen.
This zine features inclusive teaching strategies including inspiring practices developed by our own faculty
The contents of this zine were compiled by Jess Yusko, Learning and Teaching Partner at the Evergreen State College during fall 2025-winter 2026
As you read you will hear from Evergreen faculty in their own words. Let’s learn from one another!
This zine was intentionally created without the use of generative AI after considering the ethical and environmental impacts of its use and as an effort to promote the intentional, slow creation of human-made art and writing at TESC.
In an effort to reduce the stigma surrounding neurodivergence, I would like to share my own personal, lived experience as a neurodivergent student. Living with a diagnosis of ADHD made completion of a college degree more challenging, yet I am pleased to say (as of Spring 2025) I have earned completion of credits toward a B.A. from Evergreen with a focus on Studio Arts and Cultural Studies.
Page 3
Key Themes:
- Flexibility (page 10)
- Clarity and Transparency (page 16)
- Self-agency and Autonomy (page 19)
Zine Adventure Guide: pages 4-6 introduction
- Terminology
- Identity/Stigma
- Introducing Disability Justice
Key Concepts:
Page 23 Strength based strategies
Page 28 Accessibility
Page 6 Intersectionality
Page 7 Disability justice
Page 30 Call to Action
What are Evergreen already doing to promote inclusion of neurodivergent students and support learning outcomes?
Let’s find out!
Choose your adventure!
Page 19 Agency and autonomy
Flexibility page 10
Page 4
Defining Neurodivergence and Neurodiversity:
“Coined by sociologist Judy Singer in, neurodiversity refers to the idea that all brains function differently and that this diversity is natural and beneficial for our species. Neurodiversity includes neurotypicality and neurodivergence.”- Shmulsky, S.(2022). Neurodiversity is diversity: how educators can support students who learn differently.
Neurodivergence: Brains which diverge from the societal standard.
(*Thanks to ADHD 2e MB Twoemb.medium.com and Carolyn Prouty for the following info.)
Neurodivergent: a person whose brain differs, or diverges from the statistical norm
Neurotypical: a person whose brain does not differ from the statistical norm
Neurodiverse: a group of people with different types of brains
Page 5
Neurodiversity Terminology and Identity
While recognizing there are many dimensions to identification, it is important to note that there can be both benefits and harms when it comes to labels.
Many people prefer identity first language, but not all. If you are in doubt about how a person chooses to identify, the best practice is to ask them!
Leadership of those Most Impacted
As my teacher, and disability justice community organizer, Tara Hardy told us, remember that the experts in any subject are the ones with experience. We listen to the voices of those most impacted first.
Note on Identity and Labels:
Labels/Diagnoses
Pros:
Can improve access to service/ accommodations
Knowledge of others’ experience
(community and support, reducing isolation)
self-understanding
Treatment learning outcomes fighting off stigma through unabashed appropriation of the label