Two seasoned higher education professionals have compiled information and advice intended to help those working in higher education's academic support and learning spaces to better serve neurodiverse students. The editors and contributing authors note that about 1 in 10 college students have a learning disability or learning difference (p. 1). Thus, efforts to increase college enrollment rates, retention, and graduation would benefit if such students were better served by their institutions and not just within the scope of accessibility services units. The editors' stance - in both the way that they approach their work and the assembly of this volume - is that the best way to serve all students--including those who have diagnosed learning disabilities or learning differences (also referred to as neurodivergent) as well as students more generally--is to design programs which address various learning needs by default, with no need for particular trouble to be taken. In other words, they take a universal design approach (UDL). For those unfamiliar with the concept, one classic example of UDL is cut-outs in curbs along sidewalks. These are necessary for users of wheelchairs and some other types of mobility devices. Still, they also make navigation easier for people pushing strollers, package carriers with carts, and joggers tiring at the end of their run. In many...