• Make a welcoming space for discussion on LGBTQ+ issues
• Welcome all to participate in professional discourse on matters relating to LGBTQ+ inclusivity in teaching
• Offer a professional development outlet for those LGBTQ+ Interest Group members who wish to present or create workshops related to the LGBTQ+ community’s effort to eradicate prejudice in the workplace and in the classroom
• Follow the CATESOL mission to advance the quality of English language teaching by being recognizant of inclusivity and respect regarding the LGBTQ+ community both in and out of the classroom
• Join us!

• Opportunity to grow
• Perspective on teaching and learning
• Empowerment to make an impact

Whether you're an educator, a curriculum developer, or a passionate advocate for inclusivity, your unique perspective is invaluable in our mission to create a more welcoming, supportive and relatable environment for LGBTQ+ individuals. Your presence is essential. Come join us - we need you! 🏳️‍🌈

Together, we'll showcase the impact of inclusive ESL education on students' language and intercultural development. Your insights and experiences are essential in shaping a more welcoming environment for our LGBTQ+ students and faculty.

Click or tap a card to flip it over. Use the right arrow below the card to go to the next card. Click or tap the little speaker in the top right corner to hear the audio.

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Tom Kennedy, City College of San Francisco

The first is https://www.peterjfullagar.co.uk/

Peter J Fullagar is a self-described LGBTQIA+ champion | DEI in ELT consultant | ELT editor / writer. In addition to the many blog posts, recordings of presentations, and other publications, he offers ready-made

inclusive ELT resources for a variety of levels.

The second resource is the a wonderful project called Raise Up! – A Diverse And Inclusive View Of English Language Teaching. As they describe, "We publish mainstream ELT coursebooks with a difference. Ours are inclusive and diverse, with lessons which include a range of social groups that are rarely, if ever, seen, or stereotyped in ELT materials."

Both sites have links for purchase and download of classroom materials, as well many more examples of the wonderful work being done to create LGBTQ+ inclusion and visibility in the classroom.

In recent years, awareness and understanding of neurodivergence have grown significantly. At the same time, advocacy for LGBTQ+ inclusion has made notable strides in education and society at large. While these movements have often been addressed separately, research has revealed a substantial overlap between the neurodivergent and LGBTQ+ communities—a connection that holds important implications for adult educators and those in community college settings who aim to create inclusive and supportive learning environments.

Neurodivergence Defined

Neurodivergence, or rather Neurodiversity refers to variations in neurological functioning, encompassing conditions such as autism, ADHD, dyslexia, and more. These differences are not disorders to be fixed but rather natural variations in how people think, learn, and process the world around them. In adult education, where learners bring diverse life experiences and unique challenges, recognizing and supporting neurodivergence is key to their success.

LGBTQ+ Identities in Adult Education

Similarly, the LGBTQ+ community includes individuals who identify as lesbian, gay, bisexual, transgender, queer, or other sexual orientations and gender identities. Many adults in find themselves in our classrooms after years of navigating workplaces or personal environments that may not have been affirming. This makes it crucial for educators to provide an inclusive and welcoming atmosphere for LGBTQ+ learners.

The Overlap Between Neurodivergence and LGBTQ+ Identities

Research highlights a strong correlation between neurodivergence and LGBTQ+ identities. According to a 2021 study published in Nature Communications, individuals who are autistic are three to six times more likely to identify as LGBTQ+ compared to the general population. Similarly, a 2019 study in Journal of Autism and Developmental Disorders found that transgender and gender-diverse individuals are significantly more likely to have autism or other neurodivergent traits than their cisgender counterparts. Other studies report that as many as 15-35% of autistic individuals identify as LGBTQ+.

The reasons behind this overlap are not yet fully understood, but researchers suggest that neurodivergent individuals may be more inclined to question societal norms, including those related to gender and sexuality. Additionally, neurodivergent individuals often experience heightened sensitivity to their internal states, which may contribute to a greater awareness of their authentic selves.

Implications for Adult Educators

Understanding the intersection of neurodivergence and LGBTQ+ identities is essential for fostering inclusive classrooms in adult education settings. Here are key considerations and strategies:

1. Acknowledge Intersectionality

Recognize that adult learners may belong to multiple marginalized groups simultaneously, compounding their experiences of discrimination or misunderstanding. A learner who is both neurodivergent and LGBTQ+ may face unique challenges that require tailored support and sensitivity.

2. Create Safe Spaces

Create an environment where learners feel safe and respected. This includes working toward anti-discrimination policies, using inclusive language, and providing opportunities for learners to share their identities if they choose to do so. Safe spaces are particularly important for adults returning to education after negative past experiences.

3. Provide Tailored Support

Work with neurodivergent and LGBTQ+ learners to identify their specific needs. For example, a neurodivergent learner may benefit from access to sensory-friendly environments or flexibility in course participation methods. Recognize that adult learners may also have work or family obligations that impact their ability to engage fully.

4. Educate Yourself and Others

Professional development on both neurodivergence and LGBTQ+ issues can help educators better understand and support their students. Seek out resources, attend workshops, and collaborate with colleagues to build a deeper understanding of these intersections in adult education.

5. Partner with Community Organizations

Engage with local organizations that support neurodivergent and LGBTQ+ adults. Partnerships can provide learners with additional resources and a broader network of support outside the classroom.

Conclusion

The intersection of neurodivergence and LGBTQ+ identities offers adult educators a unique opportunity to expand their understanding of diversity and inclusion. By recognizing and addressing the unique needs of learners at this intersection, educators can create environments where all learners feel valued, respected, and empowered to succeed.

As the statistics show, this intersection is not an anomaly but a significant facet of many learners’ experiences. By embracing these complexities, educators in adult education and community colleges can lead the way in fostering truly inclusive and equitable learning communities.

Resources:

-Gender Diversity and Sexuality in English Language Education: New Transnational Voices: Dario Luis Banegas and Navan Govender

https://www.bloomsbury.com/uk/gender-diversity-and-sexuality-in-english-language-education-9781350217560/

-Neuroqueer: https://neuroqueer.com/neuroqueer-heresies/

-Empire of Normality

Neurodiversity and Capitalism: https://www.plutobooks.com/9780745348667/empire-of-normality/

https://www.teachingenglish.org.uk/community/magazine/how-do-i-support-neurodivergent-students

www.iamnotataboo.com

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