ASPIRE: A New Model for Inclusion in Higher Education
Bridgette Hebert Hamstead
AuDHD Neurodiversity Consultant, Keynote Speaker, and Advocate. Activist of the Year. United Nations Panelist.
At the?College Autism Summit 2024, hosted by the?College Autism Network, I had the privilege of delivering the opening keynote address, where I shared my journey as a neurodivergent woman and discussed the need for systemic change in higher education. The focus of my speech was clear: it’s time to move beyond the?deficit model?that has long framed neurodivergence as something to be "fixed" or "accommodated" and instead embrace a?strengths-based approach?that celebrates neurodivergent students for their unique abilities and perspectives.
The traditional model in higher education often treats neurodivergent students as problems to be solved, offering accommodations only when absolutely necessary, rather than creating environments that proactively support diversity from the outset. But in my keynote, I emphasized that inclusion should not be about retrofitting spaces or expecting neurodivergent individuals to adapt to systems not designed for them. Instead, we must design spaces and systems that recognize and support the full spectrum of human diversity, fostering environments where neurodivergent students can thrive.
Later that evening, as I walked through the?poster presentation?session, I was heartened to see that many students were already working toward this vision. Their research and initiatives challenged the status quo, focusing on?neuro-affirming environments, programs, and support systems that empower neurodivergent students. Projects ranged from creating sensory-friendly spaces to enhancing peer mentorship programs, all designed with the goal of building inclusive campuses where neurodivergent students are celebrated for their contributions, not just accommodated for their challenges.
The work these students are doing is a light of hope for the future of neurodiversity in higher education. It reflects a growing movement that prioritizes?universal design?and?strengths-based support—a shift that will not only benefit neurodivergent students but will create more inclusive, innovative educational environments for all. As I reflect on the progress being made, I am filled with optimism for the future and confident that the next generation of neurodivergent leaders will continue to shape campuses that are more inclusive, supportive, and empowering.
Overview of the Deficit Model vs. Strengths-Based Model
The?deficit model of neurodiversity?has long dominated how society views cognitive differences such as autism, ADHD, and dyslexia. Rooted in the?medical model of disability, this approach pathologizes neurodivergent individuals by focusing on their perceived "deficits" or "challenges"—traits like difficulty with executive functioning, socialization, or sensory sensitivities. Neurodivergent individuals are too often defined by what they struggle with, leading to efforts aimed at "correcting" or "fixing" behaviors to align with neurotypical norms. This view reinforces the idea that neurodivergence is a problem to be managed rather than a natural variation of the human brain.
In the context of?higher education, the deficit model manifests in the way universities handle accommodations for neurodivergent students. Students must navigate bureaucratic processes to access support, often after proving their disability and the necessity for assistance. These accommodations—whether it’s extra time on exams or sensory-friendly spaces—are treated as?band-aids, temporary fixes to help students cope with environments not designed for them. Instead of fostering inclusivity, this model often results in stigmatization, where neurodivergent students feel singled out or labeled as different. It reinforces exclusion by creating a system where the needs of neurotypical students are the default, and anything outside that requires special adjustments.
This approach fails to recognize the?unique strengths?and perspectives neurodivergent individuals bring to higher education. It limits their potential by focusing primarily on what they can’t do, rather than celebrating what they can. In contrast, the?strengths-based model?offers a more inclusive and empowering perspective. Rather than emphasizing deficits, this model highlights the distinctive abilities that neurodivergent students contribute—such as?creativity, hyperfocus, attention to detail, and innovative problem-solving. It shifts the narrative from managing neurodivergent individuals to?embracing neurodiversity as an asset?in educational environments.
Reflecting on my own experiences, the limitations of the deficit model became painfully clear. Throughout my academic and professional journey, I often felt the need to hide my differences to fit in. Diagnosed with ADHD in high school and later discovering that I am autistic, I was constantly pressured to mask my behaviors to meet neurotypical expectations. It wasn’t until I started embracing my neurodivergence that I found my true strengths and began to see the power in my differences.
This realization led me to found?Fish in a Tree, a neurodiversity community center and consulting firm that is built on the principles of the strengths-based model. At Fish in a Tree, we focus on creating environments where neurodivergent individuals are celebrated for who they are, and where support systems are designed with their unique talents and perspectives in mind. By rejecting the deficit model and promoting a strengths-based approach, we help neurodivergent individuals thrive on their own terms, encouraging others to see the immense value they bring to communities, workplaces, and educational spaces.
In higher education, adopting a strengths-based approach is crucial to moving beyond accommodation and creating environments that are?truly inclusive. Instead of simply helping neurodivergent students survive, we need to empower them to succeed and lead, recognizing their potential to enrich academic spaces through their diverse ways of thinking.
The ASPIRE Program at Saint Joseph’s University
One of the presentations I had the privilege of visiting was about the APIRE program. The?ASPIRE program?at Saint Joseph’s University, housed within the?Kinney Center for Autism Education and Support, has been a transformative force for autistic students on campus since its inception in 2012. What began as a small initiative serving just three students has grown exponentially. For the 2024-2025 academic year, the program now supports 81 students, offering a wide range of services aimed at fostering academic, social, and personal growth. ASPIRE’s focus is clear: providing autistic students with the tools and support they need to succeed in the areas of?executive functioning, time management, socialization, and career readiness.
A key feature of the ASPIRE program is?St. Albert’s Hall, a?supported residence hall?that offers a proactive, inclusive living environment specifically designed to meet the needs of autistic students. Opened in 2022 in response to requests from students and families for a dedicated residential option, St. Albert’s Hall provides a unique space where students can work on?independent living skills?while building a sense of community with peers who share similar experiences. The hall’s capacity allows 15 students and 1 Resident Advisor to live together in a supportive environment, fostering both independence and social connection.
Within St. Albert’s Hall, students receive structured guidance on?essential life skills?such as cooking, budgeting, laundry, and cleaning, with the assistance of both ASPIRE program staff and?occupational therapy students. This holistic approach ensures that students are not only focusing on academic success but also developing the practical skills they’ll need for independent living after graduation. Social programming, such as?game nights?and?Sunday dinners, plays a crucial role in helping students form relationships and improve their socialization skills. During game nights, peer mentors facilitate interaction, creating a relaxed environment where students can bond with one another while practicing social communication.
The popular?Sunday dinners?are another hallmark of the program. Each week, a different student selects a meal, shops for the ingredients, and helps prepare it alongside their peers, fostering teamwork, responsibility, and independence. This regular gathering also strengthens the sense of community within the hall, allowing students to practice collaboration while engaging in a shared activity. Students even have the chance to earn extra movie choices by contributing to household chores, further incentivizing engagement and participation in communal living.
Since its opening,?St. Albert’s Hall?has supported 31 students, providing them with a balanced environment of?support and independence. While many students move on to more independent living arrangements after their first year in the residence hall, others choose to stay longer to continue building on their skills. The success of St. Albert’s Hall demonstrates that?proactive inclusion, where services and spaces are intentionally designed to support neurodivergent needs, is not only possible but highly effective. By fostering both personal growth and community, the ASPIRE program has become a model of how universities can empower autistic students to thrive both academically and socially.
Profiles of Key Leaders in the ASPIRE Program
The success of the ASPIRE program at Saint Joseph’s University is a direct result of the leadership and vision of dedicated professionals who have shaped it into the robust, supportive environment it is today. Two key figures,?Alli MacNamara?and?Izzy Casey, have been instrumental in developing the program’s strengths-based approach, ensuring that autistic students receive not only academic support but also the tools and resources necessary for personal and social growth.
Alli MacNamara, MS, NCC, LPC, Director of College Support
At the helm of the ASPIRE program is?Alli MacNamara, a licensed professional counselor (LPC) with a master’s degree in clinical mental health counseling from West Chester University. Since joining the?Kinney Center for Autism Education and Support?in 2019, Alli has played a pivotal role in the expansion and success of the ASPIRE program, including the launch of?St. Albert’s Hall, the supported residence hall for autistic students.
With a clinical background that allows her to deeply understand the unique challenges faced by neurodivergent students, Alli’s approach to leadership is rooted in?strengths-based support. She is committed to moving away from traditional deficit-focused models and instead designs programs that highlight the?skills, talents, and potential?of each student. Her work ensures that the ASPIRE program doesn’t just accommodate students' needs but?empowers them to thrive?in their academic, social, and personal lives.
Alli’s dedication to fostering?inclusive and affirming environments?is evident in the comprehensive programming she has developed for ASPIRE. From the creation of individualized support plans for executive functioning and socialization to organizing enriching community-building activities like game nights and group dinners, Alli has ensured that the program is responsive to the real needs of the students. Her work has made ASPIRE a model of how higher education institutions can create environments that?uplift and celebrate neurodivergent students, rather than simply addressing their challenges.
Izzy Casey, Graduate Assistant, ASPIRE Program
Supporting the ASPIRE program’s day-to-day operations, particularly in the?supported residence hall, is?Izzy Casey, a graduate assistant and second-year student in the?Master’s of Social Work?program at Saint Joseph’s University. Having worked with the Kinney Center as an undergraduate, Izzy has continued her involvement as a graduate assistant, overseeing the residence hall and peer mentor programs since 2023.
Izzy plays a crucial role in fostering a?student-centered and inclusive environment?at?St. Albert’s Hall, where she works closely with residents to support their independent living skills and social development. She collaborates with students to create personalized routines and schedules that best fit their individual needs, ensuring that each student has the structure and guidance to succeed on their own terms. Izzy’s leadership style emphasizes?collaboration and empowerment, helping students take ownership of their own growth while still providing the support they need to feel comfortable and confident.
In addition to her role in the residence hall, Izzy leads the?peer mentor program, which plays a significant part in helping ASPIRE students build social connections. By facilitating events like game nights and social outings, Izzy creates opportunities for students to engage with one another in a relaxed, supportive setting. Her work reflects a deep commitment to?inclusion?and ensuring that autistic students have access to a community where they can feel?valued and understood.
Both Alli and Izzy bring a unique blend of expertise, compassion, and leadership to the ASPIRE program, helping create an environment that not only meets the practical needs of autistic students but also?champions their strengths. Together, they are driving a new vision for neurodiversity in higher education, where students are encouraged to embrace their full potential and supported in every aspect of their development.
The Importance of Social and Executive Functioning Programming
Autistic students in higher education often face distinct challenges, particularly in areas like?social isolation?and?executive functioning. For many neurodivergent students, adjusting to college life can be overwhelming—not just academically, but socially and practically as well. Executive functioning difficulties, such as time management, organization, and task initiation, can make it difficult to navigate the day-to-day demands of college. Meanwhile, socialization challenges, including difficulties with reading social cues or initiating conversations, can lead to feelings of isolation and anxiety, making it harder for students to fully participate in campus life.
The?ASPIRE program?at Saint Joseph’s University recognizes these challenges and addresses them head-on through a variety of?social and executive functioning programs?designed to foster independence, reduce stress, and build community. One of the standout features of the ASPIRE program is its focus on creating inclusive environments where students can practice essential life skills and develop meaningful social connections in a supportive, non-judgmental setting.
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Game Nights and Sunday Dinners: Fostering Community and Connection
One of the most popular aspects of the ASPIRE program’s social programming is the?weekly game night, led by?peer mentors. These game nights offer a relaxed, structured environment where students can engage in activities they enjoy while practicing?social communication?and building friendships. For autistic students who may struggle with unstructured social interactions, game nights provide an ideal setting to develop social skills in a way that feels comfortable and low-pressure. The presence of peer mentors helps facilitate communication, ensuring that every student feels included and supported.
Feedback from students living in?St. Albert’s Hall?overwhelmingly highlights game night as a favorite activity, with many requesting extended hours for these gatherings. This positive response speaks to the program’s effectiveness in reducing social isolation and creating opportunities for students to connect with peers in a meaningful way.
Another cornerstone of the ASPIRE program’s community-building efforts is the?Sunday dinner, where residents of St. Albert’s Hall come together each week to share a meal. Each student takes turns choosing the recipe, grocery shopping with a staff member, and helping to prepare the meal with their housemates. This experience not only teaches?independent living skills, such as meal planning and food preparation, but also fosters a sense of belonging and teamwork. By involving students in the process of creating and sharing meals, Sunday dinners become a space where students can bond over shared experiences and feel a sense of ownership within their community.
Both game nights and Sunday dinners illustrate the program’s commitment to?holistic support, where socialization and practical skills development go hand-in-hand. These activities help ease the social and emotional pressures many autistic students face in college, creating an environment where they can practice independence and build relationships in a structured, supportive setting.
Supporting Independent Living Skills
In addition to social programming, the ASPIRE program emphasizes the development of?executive functioning?and?independent living skills. Autistic students often benefit from explicit instruction and support in managing daily tasks, such as budgeting, organization, and time management. To meet these needs,?occupational therapy students?from Saint Joseph’s University collaborate with ASPIRE staff to design programming that helps students build routines and strategies for managing their responsibilities.
Occupational therapy students work closely with ASPIRE participants to address challenges in areas like?food preparation, appliance safety, cleaning, and laundry. This partnership allows students to develop practical skills in a hands-on environment, giving them the tools they need to live independently both during and after college. The inclusion of occupational therapy in the ASPIRE program not only equips students with essential life skills but also provides them with personalized support, helping them build confidence in their ability to manage everyday tasks.
The integration of?social programming?and?executive functioning support?is what makes the ASPIRE program so effective. By addressing the core challenges autistic students face—whether it’s difficulty with socializing or managing time—ASPIRE creates a well-rounded support system that empowers students to succeed both academically and personally. Through these programs, students develop the skills, confidence, and relationships they need to thrive in college and beyond, showing that with the right support, autistic students can fully participate in and contribute to campus life.
Future Implications for Neurodiversity in Higher Education
The?ASPIRE program?at Saint Joseph’s University provides a powerful model for how universities can support neurodivergent students in ways that go far beyond traditional accommodations. By combining strengths-based support with proactive, inclusive programming, ASPIRE demonstrates what is possible when institutions embrace neurodiversity as an asset rather than a challenge. As more universities seek to create inclusive campuses, ASPIRE’s approach offers valuable lessons on how to design programs and environments that allow neurodivergent students to thrive.
Broader Applications: A Model for Other Universities
The ASPIRE program’s success highlights the broader potential for?replication at other institutions. The program’s integration of academic support, independent living skills, and socialization opportunities creates a holistic system that addresses the diverse needs of autistic students. Other universities could adapt the core elements of ASPIRE—such as peer mentorship, supported residence halls, and structured social events—to better serve neurodivergent students on their own campuses. What makes ASPIRE truly innovative is its commitment to?proactive inclusion: rather than waiting for students to request accommodations, the program builds support into the very fabric of the university experience. This model allows students to feel empowered and included from the moment they arrive on campus.
Through?consultation services?offered by the Kinney Center for Autism, other colleges and universities already have access to training and guidance on how to develop similar programs. ASPIRE’s focus on creating?independent living environments, like St. Albert’s Hall, and its comprehensive support for executive functioning could serve as a?blueprint for neurodiversity inclusion?across higher education.
The Importance of Universal Design in Higher Education
At the heart of programs like ASPIRE is the principle of?universal design—the idea that environments should be designed from the outset to accommodate the full range of human diversity. In higher education, this means moving away from an accommodations-based model where neurodivergent students must request specific adjustments to succeed. Instead,?universal design?ensures that classrooms, campus facilities, residence halls, and social spaces are naturally inclusive, with features that meet the needs of?all students, regardless of neurotype.
Universal design involves everything from creating?sensory-friendly spaces?to offering flexible learning methods and multiple forms of communication. For neurodivergent students, this approach can mean the difference between feeling like a burden for asking for help and feeling welcomed by an environment that anticipates and meets their needs without them having to ask. By embracing universal design, universities can create campuses where?inclusion is the default, and where all students—neurodivergent and neurotypical—are equally supported in their learning and personal growth.
Reflections: Toward Truly Inclusive Systems
Programs like ASPIRE align perfectly with my vision for creating?inclusive systems?in higher education—systems that do not force neurodivergent students to constantly adapt to environments that weren’t built for them. When I founded?Fish in a Tree, I did so with the belief that neurodivergent individuals deserve spaces that are not just accommodating but?celebratory of their differences. The success of the ASPIRE program shows that this kind of inclusive environment is not only achievable but also transformative.
For too long, neurodivergent students have been asked to bend to the needs of institutions that were designed without their experiences in mind. Accommodations, while important, are often?reactive, offered only when a student is already struggling. This approach places the burden of change on the student, requiring them to advocate for their needs in systems that weren’t built to support them. What programs like ASPIRE demonstrate is that it is possible to design?proactive support systems?that meet neurodivergent students where they are and help them succeed on their own terms.
Shifting from Accommodations to Inclusion and Celebration
The time has come for more institutions to shift away from models based on accommodation and deficit thinking. Instead, universities should build systems that are?inherently inclusive, celebrating the unique perspectives and contributions of neurodivergent students. This shift requires more than just adjusting policies—it requires a?cultural transformation?in how we think about neurodiversity in higher education. Programs like ASPIRE show that when neurodivergent students are given the right tools, environments, and support, they don’t just survive—they thrive.
By embracing?universal design?and creating spaces that support?neurodiversity from the start, universities can move beyond outdated models of disability support. The future of neurodiversity in higher education must focus on?inclusion, empowerment, and celebration, where neurodivergent students are valued for their strengths and contributions, and where they are given the opportunity to lead, innovate, and succeed in environments built with them in mind. The ASPIRE program offers a glimpse into what that future could look like, and I am hopeful that more institutions will follow this path toward a truly inclusive educational landscape.
Building a Future of Inclusion in Higher Education
As I reflect on the work being done through programs like ASPIRE, I am filled with?optimism?for the future of?neurodiversity in higher education. The success of ASPIRE at Saint Joseph’s University, and the dedication of the students, faculty, and staff involved, provides a clear path forward—one that prioritizes?inclusion, empowerment, and celebration?of neurodivergent students. These efforts show us that when universities shift from deficit-based, accommodation-focused models to strengths-based, proactive systems of support, the impact on neurodivergent students is profound.
The leadership of individuals like?Alli MacNamara?and?Izzy Casey?at ASPIRE demonstrates how much can be achieved when educational institutions make a commitment to?meeting students where they are?and creating environments designed for all. These leaders, along with the?peer mentors?and dedicated staff, are paving the way for a more inclusive academic landscape where neurodivergent students don’t just adapt but thrive. Their work is an inspiring example of how higher education can and should evolve to reflect the diverse ways in which students learn, communicate, and contribute.
However, there is still much work to be done. I encourage?other universities?to look to the ASPIRE program as a model for what is possible and to begin the important work of redesigning their own systems to embrace?universal design?and?strengths-based support. This is more than just an administrative shift—it is a?cultural transformation?that requires universities to actively challenge the deficit model and recognize the?inherent value?of neurodiversity.
By taking proactive steps to?create inclusive environments, universities can empower neurodivergent students to succeed on their own terms, equipping them with the tools they need for academic, social, and personal success. It is time for all institutions to recognize that?neurodiversity enriches?the educational experience and that when we support neurodivergent students fully, we all benefit from their unique perspectives and contributions.
The future of higher education is brighter when?neurodivergent students?are supported and celebrated for who they are, and I look forward to seeing how more universities will rise to this challenge. Together, we can build a world where?neurodiversity is the norm, and where all students are given the opportunity to reach their full potential.
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1 个月So proud of you Isabel Casey! Congrats