In recent decades, university classrooms across the world have been opened up to an increasingly diverse student population. In response, instructional approaches such as Inclusive Pedagogy (IP) and Universal Design for Learning (UDL) are being utilised to support the diverse learning needs of these students. Despite this, there are students with invisible disabilities who often do not receive the supports necessary to achieve academic success. Looking specifically at the invisible disability of Attention Deficit Hyperactivity Disorder (ADHD), this chapter examines barriers to the effective implementation of IP in higher education. This is achieved by examining the results of an autoethnography performed by the three authors which focused on their own teaching practices and pedagogy within Australian university settings. A key finding was the influence of neuronormative assumptions about learning on the authors’ expectations of tertiary student conduct and performance, and how these linked to systemic issues such as class design and delivery, and lecturer training. To better support students with ADHD, the authors propose incorporating the principles of disability allyship to integrate and prioritise neurodivergent voices in the development and deployment of IP frameworks in higher education.