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
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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.
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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
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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
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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
Cons:
- essentializing associated with labeling
- Injustice (unwarranted exclusion and differential treatment can be affected by social stigma)
- Stigmas result in stereotypes, prejudice and discrimination
- Internalized ableism
- And/or
- Underestimation of capabilities
*non-exhaustive list
Fighting off stigma
“requires exposing false stereotypes and informing the general public about the meaning of the label and the differences that may exist between the people to whom it applies.” (Werkhoven S., et al, 2022)
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Identity and Neurodivergence
The neurodivergent umbrella encompasses a broad spectrum of conditions characterized by differences in brains that diverge from the dominant social standard. The umbrella graphic is meant to be an inclusive representation, yet it’s important to note that each person’s experience is unique. This list is non-exhaustive.
Neurodivergence Umbrella:
- Synesthesia
- Dyspraxia
- OCD
- Dyslexia
- ADHD
- Down Syndrome
- Dyscalculia
- Bipolar
- Epilepsy
- Autism
- Tic Disorders
- Schizophrenia
- Sensory Processing Disorder
- PTSD and CPTSD
Disability Justice
“Commitment to cross-movement organizing shifting how social justice movements understand disability and contextualize abelism, disability justice lends itself to politics of alliance.” – Sins Invalid
Let’s also consider neurodivergence in the context of intersectionality.
Intersectionality – the intersections of multiple identities and the ways in which disability justice is connected to all social justice movements
Intersectionality: “We do not live single issue lives” – Audre Lorde. Abelism, coupled with white supremacy, supported by capitalism, underscored
Interdependence- Recognizing we are interconnected. Holding the intention to meet each others’ needs as we move toward liberation together.
Page 7
Interview with Tara Hardy: Evergreen Faculty, Poet, and Disability Justice Organizer
“People who are not familiar with the principles of disability justice, think it’s all about our disability, but the principles of disability just are all about intersectionality, anti-racism, gender liberation, etc. All those things are essential. -Tara Hardy
On the Importance of an Intersectional Curriculum:
Jess: “I have noticed the emphasis you place on including representation of diverse voices in your curriculum? Why is that a priority for you?”
Tara: “The why it is because I think that the solutions that we will create together will be imperfect, partial, and potentially harmful, if we’re not looking at as many perspectives as possible.”
And of course, I’m always letting the principles of disability justice to guide me, one of which is seeking the leadership of these most impacted.
So, when I do research for building a curriculum for the program, I look at who is most impacted by what we are studying. And specifically, who is most impacted by the systems that are involved in what we’re studying. And then I designed the curriculum so that it is led by those people.”
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Supporting individual needs. Combined with strategies that support all students!
Keep in mind that not every neurodivergent individual will have the same paradigm of neurodiversity. Try to see each period as an individual and tailor needs accordingly. Tailored access means what works best for that individual person.
(there are some universal practices you can make which support all students’ learning and we will feature some of these strategies in this zine!) Flip to page 12 for this resource.
“If you’ve met one person with autism, you’ve met one person with autism” -Dr. Stephen Shore
Evergreen faulty member Caroyln Prouty spoke with me about supporting neurodivergent students, and offered this helpful advice, “each Person is the expert on their own expression of their neurodivergence.”
Carolyn Prouty also shared with me that it is helpful to keep in mind the fact that people’s capacities are fluctuating. People’s experiences of their neurodivergent body-mind change all the time.
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From Theory to Practice: Looking at real dilemmas and strategies
An evergreen faculty asks: What can I do?
“I noticed a lot of “No Credit” how can I address students who don’t show up or turn in work?”
There could be a variety of reasons for this. Let’s try to look at some strategies that can benefit all students and especially those who are neurodivergent.
What are some things evergreen faculty are already doing that might help?”
Choose your adventure:
- Strengths-based strategies p.23
- Clarity and Transparency p. 18
Page 10
1. Flexibility
Too much rigidity in the name of academic rigor and “upholding standards” can lead to the opposite effect.
Mandie Mauldin, educator and innovator in the higher ed., says, “there is no rigor in giving up.”
Evergreen Faculty member, Carolyn Prouty asks, “But if learning is the point, doesn’t it make sense to include those who learn at a different pace? Who may require certain doable accommodations to access what they need to learn? – What Faculty Should Know About Supporting Neurodivergent Students-Real Evergreen.
Continue to the next page to see how evergreen faculty are answering this question or chose your own adventure: p. 12 How Universal Design (UDL) can help you practice flexibility
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Flexibility
One of our faculty members known as DK, who teaches courses in the Transformative Leadership Certificate Program, was highlighted this past year as flexibly in collaboration with students and Access Services.
“My approach is simple: I care deeply about my students and strive to understand their needs and support them on their path to success. Partnering with Access Services at Evergreen Allowed me to find flexible ways to help a student showcase their learning in the formats that suited them best. I’m truly grateful to be part of a community that values equality, inclusivity, and collaboration.” -DK
“It’s an honor to have the opportunity to make a positive impact on the lives of our students. Ti ne education is a mission and the highest form of service to society.”- Dariush Khaleghi, Evergreen Faculty.
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Ways to show Flexibility:
Offering choices for multiple means of action and expression.
“How do I ask students to show what they know?”
“Knowing that students have preferences for how they express themselves, (orally, written, and visually), consider providing multiple ways for students to demonstrate their competency. This increases the likelihood of their success and ultimately, the effectiveness of how you measure their learning.”-UDL Universe: A Comprehensive Faculty Development Guide.
Multiple means of action and expression (principle of Universal Design for Learning) is a fancy way of saying be flexible and allow for different ways of demonstrating learning.
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Remaining Flexible: while maintaining high standards for learning
As this Evergreen faculty member says, learning can be demonstrated in many different ways:
Hold high, consistent standards with many opportunities to demonstrate learning in multiple ways/ choice.
Challenge my own Assumptions!
Don’t let my plan/assumption get in the way of a student’s potential+ success
“Flexibility=Equity” -Evergreen Faculty Carolyn Prouty
These are proven strategies that evergreen faculty are already implementing!
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Can I really Differentiate Instruction? Yes!
Differentiate Assignments? Absolutely
Research shows that individuals do not learn in the same way.
Evergreen Faculty member says: Differentiate Instructions and assessment= keep high expectations but work w/ students who might need modification w/ content, engagement, demonstrating knowledge.
Consider differentiated instruction in the context of Sociocultural Theory of Learning; what does it mean to you?
“The use of single-spaced lessons delivered through a singular instructional approach disregards the different learning styles and interests present in all classrooms.” International Education Journal, 2006.
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Be Flexible and Listen
“Planning and providing a structure can give students confidence and help them orient to the course, *but* it is also important to check in… On a practical level, this may mean giving leeway with deadlines, allowing students alternative ways to show their learning, and providing content in a variety of formats.”
(Shmulsky, S. (2022), Neurodiversity is diversity: how educators can support students who learn differently.
Discover ways to remove barriers for all students in your classroom through Universal Design strategies.
*(This can incidentally reduce some of the headache for you too- everyone is less frustrated.)
Goal for Instructors: Remove One Barrier for Each Course
“If you can do one thing per semester, by two years, you’ll have changed your class in four different ways.” – Dr. Flor Ardon, study skills lecturer and neurodivergent student support program manager, Cornell.
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2. Transparency
“Write Transparent Assignments: Provide purpose, task, criteria, etc.
Provide study guides and example assignment submissions.” Evergreen’s Framework for Inclusive Teaching
“Try stating the Purpose: Am I making clear the ways in which the assignment will help the student practice specific skills essential to success in the course, in school, in the field, and how can the skills serve in students beyond school?”
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3. Clear Expectations
“Clarity of Expectations means a lot. Expect neurodivergent people to ask a lot of questions: Be patient, be thorough, be welcoming.” Evergreen’s Frameworks for Inclusive Teaching
“I do… take care to be clear about how what we are addressing each day fits with the overall themes of content engagement approaches for each class meeting; to conduct frequent and varied assessments of concept comprehension; and to summarize key points often. Not-ill or –disabled students tend to find these “learning aids” just as useful as do others.” -Evergreen faculty Joli Sandoz (excerpt from Real Evergreen pg. 18)
Clarity and Transparency
“People can usually tap into more creativity when given clear instructions and parameters for their work.” -Madelyn George
- “If the assignment prompt is too broad, vague, or general, most tent to get overwhelmed.”
- “If it’s too narrow and specific, it becomes stifling, limiting choices, interpretations, and connections.”
- “An assignment that is “just right” in scope and specificity can make students literally want to get started the moment they read the prompt.”
-Madelyn George Professional and Continuing Education (paCE) Member of the Faculty, Business and Entrepreneurship
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4. Agency
Building community in the classroom with activities that enhance student interactions and agency for choice. -Evergreen Faculty
“Provide students’ opportunity for agency, both in terms of articulation of the material and sharing their story with you/others. Their unique voices should form the framework around which pedagogy is built.”
“Provide opportunities for students to share their personal narratives (student voice) and use that to build relationships and pedagogies reflecting the inclusion of those voices.” -Framework for Inclusive and Culturally Sustaining Teaching at Evergreen.
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Self-Determination Theory in learning:
Focuses on developing autonomy, competence, intrinsic motivation and increased engagement.
Jaime O’Connor at the TESC LTC points out how this idea is related to the first expectation of an Evergreen graduate: Assume responsibility for your own work.
Six expectations of an Evergreen Graduate (2001)
- Articulate and assume responsibility for your own work. A successful evergreen graduate will know how to work well with others, not only in the workplace or social contexts, but as an active in the struggle for a more just world. You will assume responsibility for your actions as an individual and exercise power responsibly and effectively.
Agency vs. Autonomy:
While related, autonomy is independence, whereas agency is the ability to act upon that independence or within constraints, making it a crucial part of a personal empowerment.
Agency of self:
As an educator, you can help students reach this goal by providing them with opportunities for choice!
As students, we must learn to make decisions and grow in autonomy. Then we learn how to articulate those decisions through personal narratives. – (Jess Y.)
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Agency and Autonomy
“Supporting students’ sense of autonomy by giving students choice and control can increase their interest and enjoyment in a course and may decrease anxiety measures.”
-Framework for Inclusive and Culturally Sustaining Teaching at Evergreen
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Self-Agency: can also be associated with #2 personal engagement in learning and #5 Learning Across Significant Differences
The Five Foci of an Evergreen Education (1989)
- Interdisciplinary study
- Personal engagement in learning
- Cooperative learning
- The connection of theoretical perspectives to practice
- Learning across significant differences
Real Evergreen: An Educator’s Handbook, p. 26
Learning Across Significant Differences
Creating opportunities for neurodivergent (and all) student to have agency over their learning process is one way to see Foci #5 put into action.
Personal Engagement in Learning
Another great opportunity for students to gain self-agnecy is through experiential learning. One Evergreen faculty who incorporates experiential (and even cross-cultural, international) learning opportunities is Evergreen faculty member. Professor Hirsh Diamant
Professor Hirst Diamant says
Learning is an active inquiry. It’s not something you collect as a souvenir from the classroom. It’s something that happens to you when you’re involved in something, and this involvement allows you to transform.
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5. Strength-based Strategies
Let’s see how an assets-based approach helps all students, including neurodivergent learners.
Strength-based pedagogy: Identifying Skill Sets
How do we grow in our ways of seeing? Are there strength-based ways of seeing and knowing both ourselves and others could help us grow in our compassion, tolerance and appreciation for others?
A recent conversation with Dr. Letitia Nieto opened my eyes to some of the humanzing perspectives that educators can develop, when focusing on strengths.
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Strength-based ways of seeing, ways of knowing
I was so excited to meet Leticia, because I have heard Evergreen faculty often say that attending workshops with her is a rewarding experience. Many of our faculty say that learning from Leticia is how they learn about current pedagogy methods for inclusive and culturally sustaining teaching.
One method Leticia equips instructors with the understanding of “Skill Model” as part of the strength-based learning framework. One aspect of strength-based learning theory is that we help students identify their current strengths or skills, and ways they can use those skills while working in an incremental way, either building open other skills or the development of new ones. Leticia says, “In situations where we work with others, …we must consider the skills available to the person we are working with and meet them where they are. If we have access to a wider set of skills than our client or student, we might perceive solutions that are simply invisible to the person we are working with.”
Get support for developing equitable practices!
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More about Dr. Neito’s Strength-based skills model
“Bear in mind that people can develop only from one skill set to the next-skills sets cannot be skipped. We try to help people where they are, and perhaps give them the support that will enable them to gain access to the next skills, ones that lie closest to their present reach…No skill sets can be skipped – if we want people to expand their skills range, we have to find ways to help make them make use of the skills they have.” Letitia mentions that in a practical sense, observing the development of skills might look like naming skill set, appreciation for seeing the skills set in action, or recognition that the student has developed skills wider than the previous skill set.
The perspective of understanding that we all meet one another where we are, with differencing skill sets at differencing levels, can help us increase our patience and tolerance, especially during hot moments in the classroom. When I contemplate Letitia’s viewpoint, that “early skill sets are symptoms of socialization,” I can see the potential this principle had for reducing stigma.
As Letitia says, it is not helpful to demonize people using these “early skill sets.” With this perspective, we can provide freedom for students to explore their current skills and shift into the next skill set, in an inclusive and supportive system. Reference Source: Beyond Inclusion, Beyond Empowerment by Dr. Letita Nieto
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Strength-Based Learning
Structure an early assignment that begins with students focusing on their backgrounds to inventory their assets-knowledge skills, and abilities
Evergreen Teachers are doing this!
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Evergreen faculty are doing this!
- Flexible learning requirements
- Personalized learning
- Meet students where they are — their strengths
Focusing on strengths/assets
“All students have strengths and weaknesses. To support learning means to make class acesible for all kinds of people.”
Nicole Yee, Rhode Island School of Design (liberal Education, 2022)
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Accessibility
How do we make secure sure course materials are accessible?
Although this zine was made with creativity in mind, utilizing different fonts and unconventional layouts, we are providing a plain text version, which has been adapted to make this zine accessible as well.
Unconscious bias must be addressed and fought against so we can prevent judgement and stereotypes about people we do not even know.
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Information Technology Accessibility the Evergreen State College
Bridget Irish in the Academic Technologies office can help and help you discern what is and/or is not accessible. Thank you, Bridget!
One Evergreen Faculty member says they are making it a priority to “adapt exercises, maintain up to date on accessibility standards and practices…Research new films, readings, info, historical material to expand my inclusion.”
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Why focus on inclusive practices right now at this time and place?
To answer this question, I am including a section from this inspiring letter and call to action written by JuliA Metzker of the Washington Center for Improving Undergraduate Education.
“As this academic year unfolds, we face intensifying pressures on higher education-from federal compacts demanding compliance in exchange for funding to state-level attempts to restrict what can be taught and discussed in our classrooms.” -JuliA Metzker
Yet our resistance gives rise to hope
“Each workshop participant who examines their own assessment practices, each faculty memeber who creates space for culturally responsive teaching and learning, each administrator who protects academic freedom through policy; finding joy in these actions is throwing sand in the gears of attempts to control what knowledge is valued and who’s stories can be told.” -JuliA Metzker
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Inclusive teaching is about small, doable practices that foster learning, which is what we’re all trying to do, together.”- Joli Sandoz
Each time I talk with faculty this year, as a Student Leaning Partner, I try to remind them that small actionable steps make a big impact. Start with one strategy, so it doesn’t feel overwhelming.
Keep going!
Your effort matters!
With this in mind, I suggest incorporating one including principle at a time. Before you know it, these efforts which seem like small ripples on the surface of the sea build momentum, becoming like a wave: strong, powerful, creating change and shaping the landscape of learning. -Jess
Sending very special thank you to Jaime O’Connor, JuliA Metzker, and Ashley Hilton at Learning and Teaching Commons for supporting this creative endeavor.
Thank you to the CAC Board and Carolyn Prouty for providing feedback on this project; And thank you to my teachers for giving me freedom and autonomy in my learning process.
Back Cover
We gratefully acknowledge and home of the Squaxin Island Tribe, upon who’s traditional homelands the Evergreen State College Olympia campus is situated. For thousands of years, their ancestorial families lived and thrived here. They named Budd Inlet Steh Chass, and Eld Inlet where the campus is located Squi’Aittle. Today, the Squaxin Island Tribe continues to live on and stweward the lands and waters of the Southern Salish Sea.
Copyright The Evergreen State College Learning and Teaching Commons written by Jess Yusko with input from many incredible TESC faculty and staff.
No AI training: without in any way limiting the authors [and publishers] exclusive rights under copyright, any use of this publication to “train” generative artificial intelligence (AI) technologies to generate text is expressly prohibited. #noaitraining
The author and publisher reserve all right to license uses of this work for generative AI training and development of machine learning language models.