The number of individuals with disabilities (IwD) teaching in higher education continues to increase. Demographic data from the Association on Higher Education and Disability’s (AHEAD) most recent survey indicated that the number of IwDs in higher education who have disclosed disability has increased from 38.2 % in 2012 to 43.4% in 2020 (Scott, 2021). Of that 43.4%, 64.5 % of respondents reported their disability as some type of neurodivergence (e.g., ADHD, autism, psychological, etc.). More recently, IwD have begun to examine their experiences within higher education. Issues with necessary accommodations to maintain job success have been noted by some researchers (Gault, 2025; Gelber, 2025). Others have detailed their fears of disclosing their disability status due to stigma, experiences of microaggressions in the workplace, and issues with insufficient accommodations to successfully navigate their positions (Dwyer et al., 2023; Kattari et al., 2018; Vogel & Sharoni, 2011; Stanley et al., 2011).In addition to barriers, some researchers have identified benefits of being neurodivergent faculty. Hoben and Hesson (2021) stated that neurodivergence provided them with beneficial emotional and cognitive traits, allowing them to be more open and empathetic to colleagues, and processing strong writing and research skills. In music education, Author (2025) detailed the benefits of neurodivergent secondary ensemble directors. They found neurodivergent directors to employ empathy-based teaching strategies that benefited all learners.With a continued increase in professors with disabilities, specifically those that are non-apparent, it is important that neurodivergent faculty are affirmed in their identities and praxis. Additionally, neurotypical colleagues need to understand the specific challenges and barriers their neurodivergent colleagues encounter and the accommodations they need. As such, we propose a workshop session for ISME attendees to affirm neurodivergence and educate neurotypical colleagues on how to best support neurodivergent individuals with whom they work.Our workshop will be divided into three parts. We will first provide attendees with research literature on neurodivergence in higher education to educate but also provide advocacy materials for attendees. We will then highlight our own experiences as neurodivergent music teacher educators who are in different stages of their careers (doctoral, pre-tenure, and tenured). During the remaining portion of our workshop session, attendees will work in breakout groups to discuss and apply suggestions from the literature and our personal experiences to case studies with neurodivergent and neurotypical individuals situated within post-secondary music education settings. Takeaways to support neurodivergent students will also be shared.