Abstract

Higher education has often been framed as a necessary step for personal development, because a university education is seen as a gateway to a prosperous future. Yet, systemic ableism and exclusionary practices deeply affect the educational experiences and learning outcomes for students who are members of historically marginalized communities. For neurodivergent undergraduate students who speak English as an additional language (EAL), these barriers are compounded by institutional policies and practices that reinforce normative assumptions about ability and success. Teacher-centered approaches in higher education frequently exclude students whose non-normative ways of knowing, learning, and communicating differ from the “norm.” This study explores the undergraduate experiences of Adela and Imani (pseudonyms), two neurodivergent EAL students. Their perspectives are drawn from five semi-structured narrative interviews. Together, their narratives illustrate systemic inequalities present in higher education, while also highlighting how intersecting structures of ableism, linguicism, and racism shape their academic trajectories. By situating their educational experiences within the broader North American post-secondary landscape, this research highlights how instructional policies and practices perpetuate marginalization and exclusion. It calls on educators and institutions to dismantle the systemic barriers that disproportionately affect neurodivergent EAL students and to foster more equitable learning environments.