How Can Literary Spaces Support Neurodivergent

Readers and Writers?

By Jess deCourcy Hinds

The essay addresses how literary spaces such as libraries, bookstores, writing
workshops, and other venues might assist neurodivergent readers and writers,
especially in the wake of the epidemic. The author discusses her experiences
instructing a course on "Disability and Equity in the Library" and working with
neurodiverse students to design an inclusive and accessible library environment. The
author emphasizes the significance of participatory design, which enables individuals to
construct environments in collaboration with the users of those areas. The author also
offers suggestions for improving accessibility in libraries, like offering noise-canceling
headphones, dimmer switches for harsh fluorescent lighting, fidget toys, and crash
cushions or rocking rockers for kids who struggle with dysregulation.
The author underlines the necessity of literary spaces showcasing works by
neurodivergent authors and taking neurological experiences into account when
developing accessibility strategies. In this paper, the author examines the value of
developing neurodiverse learning environments in higher education. She talks about her
experience remodeling a library with the help of neurodiverse students and a
neurodiverse librarian in order to make it a more inclusive setting. In order to create
inclusive learning environments, the author covers the usage of multisensory settings,
soothing support kits, and various seating options. She mentions that Smith College has
established a neurodiverse learning environment and believes that in the upcoming
years, there will be a boom in interest in neurodiversity in learning environments in
higher education.

Reflection:

How Can Literary Spaces Support Neurodivergent

Readers and Writers?
By Jess deCourcy Hinds

Overall, I think the article makes a significant contribution to the discussion of

accessibility and neurodiversity in literary contexts. Particularly noteworthy are the
author's emphasis on participatory design and the value of embracing neurodiverse
viewpoints in the development of inclusive workplaces. Offering noise-cancelling
headphones and dimmer controls for harsh lighting are just two of the author's practical
accessibility improvement ideas. These ideas show that the author is aware of the
demands of people with neurodivergent abilities.
The article might benefit from more particular examples of productive
neurodiverse learning environments and literary spaces, which is one area where it
might be improved. While the author does highlight the neurodiverse learning
environment at Smith College, it would be beneficial to have more in-depth case studies
of effective neurodiverse spaces in action. In general, though, I think the paper offers a
useful summary of the significance of inclusivity and accessibility in literary spaces, as
well as the ways that neurodivergent viewpoints might influence their design.