Article

Student Experiences of Neurodiversity in Higher Education: Insights from the BRAINHE Project

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Abstract

The number of students with identified learning differences (LDs) of all kinds is increasing in higher education. This qualitative study explored the experiences of 27 current and previous students with a range of specific LDs by means of semi-structured interviews, using a thematic approach. The findings revealed that participants shared many life experiences and preferences for learning irrespective of their type of LD. Participants generally held one of two views about their identity as 'neurodiverse': a 'difference' view--where neurodiversity was seen as a difference incorporating a set of strengths and weaknesses, or a 'medical/deficit' view--where neurodiversity was seen as a disadvantageous medical condition. The former view was associated with expressions of greater career ambition and academic self-esteem, while the latter view was associated more with processes for obtaining the Disabled Students' Allowance. Many of the participants reported similar experiences in education and with university support; many did not feel adequately supported by their institutions. Recommendations are made for increased awareness training among lecturers and better liaison between university departments.

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... However, Mellifont (2023) and Morrison (2019) both point out the negative experiences of neurodivergent staff and the need for a more thorough rethinking of the ableist nature of higher education (Mellifont, 2023;Morrison, 2019). Merchant et al. (2020) and Griffin and Pollak (2009) highlight the barriers faced by disabled staff and students, respectively, and the need for increased awareness and support (Griffin and Pollak, 2009;Merchant et al., 2020). Finally, Chrysochoou et al. (2022) advocate for a strengthsbased approach to neurodiversity, which could help create a more inclusive and empowering environment in higher education (Chrysochoou et al., 2022). ...
... However, Mellifont (2023) and Morrison (2019) both point out the negative experiences of neurodivergent staff and the need for a more thorough rethinking of the ableist nature of higher education (Mellifont, 2023;Morrison, 2019). Merchant et al. (2020) and Griffin and Pollak (2009) highlight the barriers faced by disabled staff and students, respectively, and the need for increased awareness and support (Griffin and Pollak, 2009;Merchant et al., 2020). Finally, Chrysochoou et al. (2022) advocate for a strengthsbased approach to neurodiversity, which could help create a more inclusive and empowering environment in higher education (Chrysochoou et al., 2022). ...
... There is a growing recognition of the need for more inclusive and individualized faculty development interventions that acknowledge the distinct learning and working styles of neurodivergent individuals and leverage their exceptional abilities, for instance, increased imagination, focus and problem-solving skills (Austin and Pisano, 2017;Hutson and Hutson, 2023). Interestingly, and perhaps not surprisingly, there is considerable overlap in the characteristics of neurodivergent individuals and common characteristics of university faculty members (Griffin and Pollak, 2009;Pouratashi and Zamani, 2017;Rushton et al., 1983;Syharat et al., 2023). The commonalities are illustrated in Table 1. ...
Article
Purpose – This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community. Design/methodology/approach – This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities. Findings – The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators. Practical implications – Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment. Originality/value – This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education
... While each specific type of neurodiversity presents different learning challenges and opportunities, there are some general principles that can help guide any theoretical or practical explorations. For example, Clouder et al., 2020 present a comprehensive meta-analysis of neurodiversity studies in higher education including a study by Griffin and Pollak (2009). Findings about the impact of neurodiversity on the academic life of college students pinpoint some common challenges including "identifying critical points among details, information processing, directing and shifting attention, and cognitive flexibility" (Griffin & Pollak, 2009) (p.769). ...
... For example, Clouder et al., 2020 present a comprehensive meta-analysis of neurodiversity studies in higher education including a study by Griffin and Pollak (2009). Findings about the impact of neurodiversity on the academic life of college students pinpoint some common challenges including "identifying critical points among details, information processing, directing and shifting attention, and cognitive flexibility" (Griffin & Pollak, 2009) (p.769). These challenges often lead to procrastination, issues with organizing learning materials, struggles prioritizing assignments, and ultimately, poor academic performance. ...
... This research adopts a conceptual research theory adaptation framework methodology (Jaakkola, 2020;Reese, 2022) combined with the professional experience of the authors of this paper to critically examine widely used management education instructional methods by aligning these approaches with the increasing neurodiversity among university students. Guided by an understanding of neurodiversity in higher education and business (Clouder et al., 2020;Griffin & Pollak, 2009;Sumner & Brown, 2015) as well as foundational theories of the GRR model (Fisher & Frey, 2008;Pearson & Gallagher, 1983), our study creates an adaptable framework for educational settings in management studies and beyond. The paper assesses how GRR principles can be effectively implemented in management courses across three different and widely used pedagogical methods: lectures, case studies, and business simulations. ...
Article
In the changing world of management education there is an increasing need to adapt teaching methods to meet the necessities of diverse learners, particularly in light of the increasing prevalence of neurodiversity challenges among university students. Using a conceptual theory adaptation framework, we examine the integration of the Gradual Release of Responsibility (GRR) model into three key teaching methods in management education: traditional lectures, the case method, and business simulations. We argue that GRR techniques provide a scalable way to meet different levels of student preparedness by systematically reducing instructor intervention as student competence grows. To this end, relevant literature is reviewed, existing theories are examined, and several popular management teaching methods are evaluated using our conceptual lens augmented by the authors’ professional experience. Our findings support the effectiveness of integrating GRR in management education for all students by offering a robust model for implementation. We recommend a blend of active learning strategies, including engaging discussion starters, instructional support software, real-world modeling examples, and application-based activities such as interactive assignments and group simulations. Our paper provides practical insights and actionable recommendations for improving academic performance, increasing retention rates, and reducing time to degree completion for neurodivergent and all students.
... Until recently, the biomedical model has contributed to the dominant view of neurodiversity within society as a purely medical issue and not a concern within the field of education (Hutcheon & Wolbring, 2012;Pollak, 2009). Griffin & Pollak, (2009) argue that the education system 'remedialises' neurodiverse students, singling them out as incapable due to difference (p.36). As such, education systems have been constructed and are maintained through a neuronormative lens, placing value on productivity and specific types of knowledge, ability and thinking (Brown & Leigh, 2018Dolmage, 2017;Hutcheon & Wolbring, 2012). ...
... In fact, in a study by Barnard et al. (2008) it was revealed that disability was not considered as a factor in diversity by academic staff, leading to a lack of support and barriers to engaging within HE. Unfortunately, direct discrimination and unconscious bias are common experiences for disabled and neurodiverse students within HE institutions (Clouder et al., 2020;Griffin & Pollak, 2009;Hutcheon & Wolbring, 2012;Shaw & Anderson, 2018;Trott, 2009). The combination of neuronormative systems and cultural norms exemplifies systemic ableism within academia, and the attitudes of people within HE institutions highlights the issues of disablism. ...
... For example, the process of gaining support within HE requires an individual to be pathologised first, which then leaves students vulnerable to dis-/ableist stigma (Hutcheon & Wolbring, 2012;Pollak, 2009). Research also highlights that support for reasonable adjustments in HE is inconsistent (Griffin & Pollak, 2009;Lizotte & Simplican, 2017). Placing the emphasis on the individual to seek support also suggests that the role of HE institutions is passive and reduces their responsibility towards inclusivity (Hutcheon & Wolbring, 2012). ...
Article
Full-text available
Neurodiverse post-graduate researchers are underrepresented within higher education owing to systemic ableism and disablism. The aim of this paper is to highlight how embracing neurodiversity, rather than focusing on perceived deficits, minimises barriers to, and even enhances, doctoral level studies. This is achieved through a commentary of the author’s lived experience, supported by emerging asset-based evidence on the benefits of neurodiversity within academia. The paper concludes by calling upon HE institutions to make changes towards accessibility and inclusivity.
... Following Singer's work, the neurodiversity movement was consolidated by autistic selfadvocates and activists, and was later on joined by individuals with other types of conditions that are "neurologically diverse"-or neurodivergent (ND), as opposed to "neurologically typical", or neurotypical (NT). Such conditions include Attention Deficit Hyperactivity Disorder and Attention Deficit Disorder (ADHD/ADD), Learning Disabilities -also referred to as Learning Differences (e.g., Griffin & Pollak, 2009)-, Dyslexia, Dyspraxia, Dyscalculia and Tourette's Syndrome (Aftab, 2021;Doyle, 2020;Griffin & Pollak, 2009). Some conditions are not ubiquitously included under the ND umbrella, but are debated as potential forms of neurodivergence, including Epilepsy, Schizophrenia (Aftab, 2021), Obsessive-Compulsive Disorder (OCD) (Mellifont, 2021), as well as acquired conditions (e.g., Traumatic Brain Injury) and conditions not scientifically recognized as disorders, such as Synaesthesia, Sensory Processing Sensitivity (SPS), Misophonia and the Highly Sensitive Person (HSP) category (Dykhuizen, n.d.;Resnick, 2022). ...
... Following Singer's work, the neurodiversity movement was consolidated by autistic selfadvocates and activists, and was later on joined by individuals with other types of conditions that are "neurologically diverse"-or neurodivergent (ND), as opposed to "neurologically typical", or neurotypical (NT). Such conditions include Attention Deficit Hyperactivity Disorder and Attention Deficit Disorder (ADHD/ADD), Learning Disabilities -also referred to as Learning Differences (e.g., Griffin & Pollak, 2009)-, Dyslexia, Dyspraxia, Dyscalculia and Tourette's Syndrome (Aftab, 2021;Doyle, 2020;Griffin & Pollak, 2009). Some conditions are not ubiquitously included under the ND umbrella, but are debated as potential forms of neurodivergence, including Epilepsy, Schizophrenia (Aftab, 2021), Obsessive-Compulsive Disorder (OCD) (Mellifont, 2021), as well as acquired conditions (e.g., Traumatic Brain Injury) and conditions not scientifically recognized as disorders, such as Synaesthesia, Sensory Processing Sensitivity (SPS), Misophonia and the Highly Sensitive Person (HSP) category (Dykhuizen, n.d.;Resnick, 2022). ...
... It is also possible to argue that students might be self-diagnosing their conditions with inaccurate labels. However, it is also known that many neurodivergent adults are only formally diagnosed after they identify their condition by themselves (Griffin & Pollak, 2009), and that neurodivergent patients are often underdiagnosed or misdiagnosed by mental health professionals due to racial (Udonsi, 2022) and gender (Pachowicz, 2020) stereotypes that bias the implementation and interpretation of diagnostic criteria, limiting the possibility of an accurate diagnosis for minority groups. ...
Poster
This exploratory study examined the profile of neurodivergent (e.g.; autism, AD(H)D) university students (N=2,206) in Montreal. Neurodivergent participants were more likely to identify as LGBTQ+, and to engage in non-conventional relationship styles, academic careers, and religious/spiritual paths. White participants were more likely to self-identify as ND than racialized participants.
... Drawing on the recently emerging movement of neurodiversity and on the social model of learning difference, proponents of this notion call for understanding invisible disabilities as 'neurological differences' (e.g. Armstrong, 2011Armstrong, , 2012Griffin & Pollak, 2009;Lawson, 2001Lawson, , 2006Martin, 2009;Pollak, 2009;Symonds, 2009). My contention is that such claims deserve careful scrutiny. ...
... Drawing on the recently emerging movement of neurodiversity and on the social model of learning difference, proponents of this notion call for understanding invisible disabilities as 'neurological differences' (e.g. Armstrong, 2011Armstrong, , 2012Griffin & Pollak, 2009;Lawson, 2001Lawson, , 2006Martin, 2009;Pollak, 2009;Symonds, 2009). My contention is that such claims deserve careful scrutiny. ...
... To be sure, efforts of applying the concept of neurodiversity in higher education by a number of authors (e.g. Pollak, 2009;Armstrong, 2011Armstrong, , 2012 should be commended for attempting to contribute a positive view of students diagnosed with neurological diagnoses by (a) emphasizing social and therefore anti-deficit view of disability, (b) valuing the diversity of neurodiverse students contributing to body of learners and teaching process, (c) promoting implementation of rules and tools of Universal Design for Instruction and other nontraditional methods of instruction and assessment, and (d) increasing awareness of neurodiversity and embracing it as a part of human diversity. However, though advocates of the neurodiversity approach endorse the social model of disability, thus rejecting in principle individualistic views of disability (and of human nature in general), they nonetheless contradict their own efforts as they unwittingly continue to rely on individualistic notion of human mind and learning. ...
Article
Higher education institutions are legally bound to provide equal educational opportunities for diverse learners, traditionally materialized as individualized accommodations. This paper contends that despite the growing interest and scholarship in implementing more inclusive pedagogy enabling access to education for all students (e.g. Universal Design for Learning), those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classrooms. I argue, that in order to develop a truly inclusive, equitable, socially just and transformative pedagogy and teaching practices, we need a theory that posits disability in the context of learning and development, the theory that integrates disability into human development in a manner that overcomes dichotomized and reductionist perspectives of disability and individualistic notions of learning. Drawing on my research on teaching and institutional practices for a student diagnosed with autism, analyzed through the lens of Critical Disability Studies in conjunction with Vygotsky’s theory of defectology and recent advances in cultural-historical activity theory, especially the Transformative Activist Stance (Stetsenko, 2016), this paper offers steps toward integrating these approaches into a transformative pedagogy framework for inclusive, equitable, and anti-ableist pedagogy for all learners.
... Therefore, this paper does not seek to position any of these students as in deficit but explores how they might be better supported to succeed within a system that is often not fully developed to meet their needs. Whilst anti-discrimination legislation such as the DDA (1995), since superseded by The Equality Act (2010), has led to many students applying for Higher Education Institutions in the UK (Griffin and Pollak, 2009). These students often face challenges in success after entering HEIs. ...
... Prior research highlights the impact of neurodivergence upon student's experiences. Griffin and Pollak (2009) highlight the complexity neurodivergence adds to the experiences of students. From their study of 27 current and previous HE students, they found that neurodivergent students are likely to come with prior negative experiences of formal education, which can shape their engagement with academic and support services. ...
... Whilst much progress had been made in HE since 2009, the recurrence of issues in more recent research suggests some of what they found is enduring (Kapp et al., 2013;Fletcher-Watson and Happé, 2019;Rosqvist et al., 2020). Griffin and Pollak (2009) also highlighted how HE has become increasingly aware and accommodating of neurodiversity but that there are gaps in communication between academic and support services. ...
Article
Full-text available
The higher education journey of any student in a distance learning university is a challenging one but this is more so for neurodivergent students. Neurodivergent students have been found to require both academic (Jackson et al. 2018; Ness 2013) and non-academic support (Gelbar et al. 2015) around them to enable to achieve and reach their academic goals. Access programs in The Open University have a widening participation agenda and enrol many Neurodivergent students with diagnoses of autism, ADHD, Dyslexia, Asperger’s syndrome, and Dyspraxia. The study focused on the following three research questions: 1. What forms of support do neurodivergent students transitioning from Access to Level 1 study value? 2. What barriers to success may the current access curriculum create for neurodivergent students? 3. How can neurodivergent students transitioning from Access to level 1 be better supported? Students from the three access modules moving to any level 1 module were included in the sample. This paper focuses on the findings from the five remotely conducted in-depth interviews and an associated photo-elicitation task. Through a thematic analysis, a number of key themes were developed: Finding their own way, Support, quality of tutor support, wider systems of support, understanding assessment, facing new systems, the jump, language of learning and referencing issues. The paper explores these with examples and highlights how these might inform future practice to improve transitions for neurodivergent students. The paper also highlights the limitations institutional focused research with these groups places upon the scope of this kind of research.
... Following Singer's work, the neurodiversity movement was consolidated by autistic selfadvocates and activists, and was later on joined by individuals with other types of conditions that are "neurologically diverse"-or neurodivergent (ND), as opposed to "neurologically typical", or neurotypical (NT). Such conditions include Attention Deficit Hyperactivity Disorder and Attention Deficit Disorder (ADHD/ADD), Learning Disabilities -also referred to as Learning Differences (e.g., Griffin & Pollak, 2009)-, Dyslexia, Dyspraxia, Dyscalculia and Tourette's Syndrome (Aftab, 2021;Doyle, 2020;Griffin & Pollak, 2009). Some conditions are not ubiquitously included under the ND umbrella, but are debated as potential forms of neurodivergence, including Epilepsy, Schizophrenia (Aftab, 2021), Obsessive-Compulsive Disorder (OCD) (Mellifont, 2021), as well as acquired conditions (e.g., Traumatic Brain Injury) and conditions not scientifically recognized as disorders, such as Synaesthesia, Sensory Processing Sensitivity (SPS), Misophonia and the Highly Sensitive Person (HSP) category (Dykhuizen, n.d.;Resnick, 2022). ...
... Following Singer's work, the neurodiversity movement was consolidated by autistic selfadvocates and activists, and was later on joined by individuals with other types of conditions that are "neurologically diverse"-or neurodivergent (ND), as opposed to "neurologically typical", or neurotypical (NT). Such conditions include Attention Deficit Hyperactivity Disorder and Attention Deficit Disorder (ADHD/ADD), Learning Disabilities -also referred to as Learning Differences (e.g., Griffin & Pollak, 2009)-, Dyslexia, Dyspraxia, Dyscalculia and Tourette's Syndrome (Aftab, 2021;Doyle, 2020;Griffin & Pollak, 2009). Some conditions are not ubiquitously included under the ND umbrella, but are debated as potential forms of neurodivergence, including Epilepsy, Schizophrenia (Aftab, 2021), Obsessive-Compulsive Disorder (OCD) (Mellifont, 2021), as well as acquired conditions (e.g., Traumatic Brain Injury) and conditions not scientifically recognized as disorders, such as Synaesthesia, Sensory Processing Sensitivity (SPS), Misophonia and the Highly Sensitive Person (HSP) category (Dykhuizen, n.d.;Resnick, 2022). ...
... It is also possible to argue that students might be self-diagnosing their conditions with inaccurate labels. However, it is also known that many neurodivergent adults are only formally diagnosed after they identify their condition by themselves (Griffin & Pollak, 2009), and that neurodivergent patients are often underdiagnosed or misdiagnosed by mental health professionals due to racial (Udonsi, 2022) and gender (Pachowicz, 2020) stereotypes that bias the implementation and interpretation of diagnostic criteria, limiting the possibility of an accurate diagnosis for minority groups. ...
Thesis
The purpose of this study is to examine the profile and mental health status of neurodivergent (ND) students in a large university sample (N = 2,206), as well as to examine how intersectionalities of neurodivergence with other minority statuses impact mental health and wellbeing. Participants were recruited to an online survey, and were coded based on their reported gender, sexual orientation, racial minority status, linguistic minority status, citizenship status, relationship preferences, religiosity, socioeducational profile and presence of neurodivergent and mental health conditions. Psychological distress was assessed with the Depression, Anxiety and Stress Scale (DASS-21) and the Everyday Discrimination Scale (EDS) was used to examine experiences of discrimination in racialized groups. Neurodivergent participants were more likely to belong to LGBTQ+ groups, to engage in non-conventional relationship dynamics and styles, and to engage in non-conventional academic and religious and spiritual paths. Women were more likely to self-identify as ND than men, and white participants were more likely to self-identify as ND than participants from racial minorities, which might reflect larger systemic and institutional factors. ND participants had on average higher scores in all three subscales of the DASS-21, but not in the EDS. Main and interaction effects in DASS-21 scores were observed between neurodivergence and gender, racial status and income, and main effects were observed between neurodivergence and sexual minority status. Both main and interaction effects were found between neurodivergence and racial and linguistic minority statuses in discrimination scores. Limitations and future directions are discussed, as well as clinical and institutional implications.
... 6;Van Hees, Moyson, and Roeyers, 2015), and academic skills (e.g., executive functioning, goal setting, planning, complete tasks; Bolourian, Zeedyk, and Blacher, 2018;Hillier et al., 2018). These challenges often coincide with mental health issues (e.g., loneliness, comorbidity, anxiety, and depression; A. H. Anderson, Carter, and Stephenson, 2018;E. Griffin and Pollak, 2009;Van Hees, Roeyers, and De Mol, 2018), leading to avoidance of participation, procrastination and delays, and lower graduation rates (Robertson & Ne'eman, 2008;Vincent, 2019). ...
... H. Anderson, Carter, & Stephenson, 2018;Berry et al., 2006), promoting understanding and acceptance of autistic students by peers and staff (Sarrett, 2017), alternative teaching and assessment (E. Griffin & Pollak, 2009;Jansen et al., 2016), and examination assistance (Sarrett, 2017). To prevent loneliness and stress, autistic students themselves can benefit from resilience and anxiety management (A. ...
... ar might experience more stress and anxiety. Furthermore, they might to be more isolated because of their delays and their difficulty with social contacts in general. As prior interventions and coaching on test taking may have failed, alternative examinations should be considered to promote equal opportunities and remove impediments (Fishkin, 2014;E. Griffin & Pollak, 2009;Jansen et al., 2016). In our opinion, this intervention should occur not after failure but as part of the standard approach and the next step in autistic students' support. To prevent loneliness and stress, autistic students themselves can benefit from resilience and anxiety management (A. H. Anderson, Carter, & Stephenson, 2018;Bolouria ...
Thesis
Full-text available
In this PhD thesis, we aimed to improve understanding of the study progression and success of autistic students in higher education by comparing them to students with other disabilities and students without disabilities. We studied their background and enrollment characteristics, whether barriers in progression existed, how and when possible barriers manifested themselves in their student journey, and how institutions should address these issues. We found autistic students to be different from their peers but not worse as expected based on existing findings. We expect we counterbalanced differences because we studied a large data set spanning seven cohorts and performed propensity score weighting. Most characteristics of autistic students at enrollment were similar to those of other students, but they were older and more often male. They more often followed an irregular path to higher education than students without disabilities. They expected to study full time and spend no time on extracurricular activities or paid work. They expected to need more support and were at a higher risk of comorbidity than students with other disabilities. We found no difficulties with participation in preparatory activities. Over the first bachelor year, the grade point averages (GPAs) of autistic students were most similar to the GPAs of students without disabilities. Credit accumulation was generally similar except for one of seven periods, and dropout rates revealed no differences. The number of failed examinations and no-shows among autistic students was higher at the end of the first semester. Regarding progression and degree completion, we showed that most outcomes (GPAs, dropout rates, resits, credits, and degree completion) were similar in all three groups. Autistic students had more no-shows in the second year than their peers, which affected degree completion after three years. Our analysis of student success prediction clarified what factors predicted their success or lack thereof for each year in their bachelor program. For first-year success, study choice issues were the most important predictors (parallel programs and application timing). Issues with participation in pre-education (absence of grades in pre-educational records) and delays at the beginning of autistic students’ studies (reflected in age) were the most influential predictors of second-year success and delays in the second and final year of their bachelor program. Additionally, academic performance (average grades) was the strongest predictor of degree completion within three years. Our research contributes to increasing equality of opportunities and the development of support in higher education in three ways. First, it provides insights into the extent to which higher education serves the equality of autistic students. Second, it clarifies which differences higher education must accommodate to support the success of autistic students during their student journey. Finally, we used the insights into autistic students’ success to develop a stepped, personalized approach to support their diverse needs and talents, which can be applied using existing offerings.
... In contrast to a medical model, the concept of 'neurodiversity' conceptualises autism and/or other forms of atypical development (e.g. ADHD), as expressions of normal human diversity, which naturally encapsulate a range of strengths and weaknesses (Griffin and Pollak 2009). ...
... Alternatively, instead of embracing a medical model of autism, whereby access to a diagnosis and specialised support is considered desirable, perhaps more flexible systems, and broader definitions of 'normal' that embrace the concept of 'neurodiversity' within French higher education would be more pertinent. Embracing 'neurodiversity' would mean making environments more accessible rather than helping students compensate for identified deficits according to a medical model (Griffin and Pollak 2009). An example of this would be Universal Design for Learning, an inclusive educational framework that encourages multi-modal teaching and learning that acknowledges normal human diversity with regards to how people learn (Fornauf and Erickson 2020). ...
Article
Whilst the prevalence of autistic students attending university in France is increasing, limited research has explored the experiences of university professors and disability support staff in French higher education. The current study sought to fill this gap in the literature using a qualitative research design. Semi-structured interviews were conducted with 26 university staff members (14 university professors, 8 disability support office staff, 4 ‘other support professionals’). Data was analysed using thematic analysis. Six main themes were identified: (1) Taking a holistic approach, (2) Adapting communication, (3) Relying on intuition, (4) What diagnosis? (5) The benefits of inclusion and (6) Navigating levels of support. Themes describe how participants engaged autistic students in higher education, their challenges, and their successes. Whilst professionals sought to provide personalised support to students, the analysis indicates more training and support is required as university staff reported a range of difficulties supporting autistic students at university. Results from the current study can contribute to the development of policy and practice with regard to the implementation of inclusive practices in French higher education. Of note, participants highlighted the need to access more holistic support from a range of professionals in addition to further training.
... El concepto de neurodiversidad tuvo sus inicios en círculos influenciados por el enfoque social de la discapacidad y por el estudio de la biodiversidad (Runswick-Cole, 2014). En su sentido más amplio, el concepto plantea que todo neurodesarrollo atípico es una diferencia humana normal que debe ser tolerada y respetada de la misma manera que otras diferencias humanas (Griffin y Pollak, 2009). La neurodiversidad como tal surge del trabajo de Judy Singer, una socióloga que se identifica como asperger y, por ende, como parte del espectro autista, quien es ampliamente reconocida por haber introducido el término en su artículo «¿Por qué no puedes ser normal por una vez en tu vida?» (Singer, 1999). ...
... Esta relación dicotómica ha estado presente a lo largo de la historia de las ciencias, puesto que se basa en la pregunta ¿qué es lo humano?, siendo esta una piedra angular del pensamiento filosófico occidental. En ese orden de ideas, el debate en torno a lo normal y anormal en el neurodesarrollo se ha centrado en el análisis de las debilidades cognitivas para diferenciar entre problemas generales, trastornos y discapacidades específicas (Griffin y Pollak 2009). Esto con el fin de consolidar la idea proveniente del darwinismo social de que las capacidades mentales tanto positivas como negativas son hereditarias, por ende, naturales, y no pueden ser modificadas por el ambiente (Cruz, 2020). ...
... Some of the academic texts on neurodiversity focused on the benefits, strengths, or gifts associated with non-normative ways of being (e.g., Bakan, 2015;Rentenbach, Prislovsky, and Gabriel, 2017) or highlighted autism as a celebrated part of identity and minority culture which should be affirmed and valued in the same way as other forms of diversity (e.g., Fitzwater, 2017;Kreck, 213). For example, creative arts and critical theory scholar Fitzwater describes neurodiversity as "an approach to neurological differences that goes far beyond mere toleration, [which] respects and indeed highly values difference" (2017, 128; see also Griffin and Pollak, 2009;Kapp et al., 2013). Many authors also cited empirical evidence of the different "strengths" associated with non-normative cognitive styles, such as creative thinking, novelty-seeking, hyper-attention to detail, or specific forms of reasoning (e.g., Armstrong, 2012;Masataka, 2017). ...
... Building on ideas of the "autism spectrum", this perspective blurs the neat categories of strictly neurodiverse/neurodivergent or strictly neurotypical. Neurodiversity exists as a matter of degree and is a spectrum on which everyone falls; instead of belonging to one of two mutually exclusive groups, people can fall "on the neurodiversity spectrum" (Griffin and Pollak, 2009). These discussions work to promote the idea that the "difference" that neurodiversity describes can be found throughout many "subclinical" traits and experiences across people -possibly everyone -and can be measured and documented International Journal of DISABILITY AND SOCIAL JUSTICE 3.3 December 2023 as such (e.g., Brownlow and O'Dell, 2013;Haney, 2018;Happé and Frith, 2020). ...
Article
Full-text available
Neurodiversity as a concept, identity, and movement has radically challenged pre-existing ideas of human difference and value. First proposed by Judy Singer (1998) and largely developed through the work of community activists, neurodiversity posits an alternative to pathologizing and medicalized understandings of human differences. This article explores the ways neurodiversity is being used, defined, and deployed based on a corpus of 94 academic texts published across social science disciplines (2006–2021). Using discourse analysis methods derived primarily from Fairclough (2001, 2003), we examine how neurodiversity has been claimed and refashioned within academia. Neurodiversity was often seen as an embodied difference, and was variously portrayed as dichotomous, universal, or existing on a spectrum. Many authors followed an “Autism Plus” strategy, keeping autism at the center of discussions. Academic writers of the texts on neurodiversity overwhelmingly launched their own claims to authority, even as they simultaneously positioned themselves as out of the fray.
... This is despite significant variation within these categories (Griffiths 2020) and the tendency for difficulties to co-occur. The emphasis on the remediation of weakness and categorical model of difficulty is a feature of past research (see Griffin and Pollak 2009). ...
... Like with the PTMF (Johnstone and Boyle 2018) the focus on strength and ability can work to overcome a teacher's own perception of perceived weakness within an individual and the remediation of deficit through an intervention acted upon the student to enable success. Although these have been demonstrated to initially work (Bernard et al. 2019), they are damaging for a student's self-perception and reinforce a reductive narrative of incapability (Griffin and Pollak 2009). ...
Article
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Currently, the number of students in the UK with diagnoses of mental health or psychiatric conditions is rising, as are the number of students categorised as having a special educational need or disability (SEND). To support these students’ objective evidence of deficit or difficulty is required, this usually takes the form of a legitimising diagnosis. However, in the case of mental health conditions, social, emotional and behavioural problems or even in some neurodevelopmental disorders, diagnosis is less useful as there are fundamental problems with the classification and understanding of mental health conditions. Despite this, the prevalence and importance of diagnosis remains in supporting students in education and those who are categorised as SEND. Therefore, this paper seeks to discuss the place that diagnosis has in education and the alternative models that exist in an effort to understand potential other avenues of supporting students and the benefits and limitations of these.
... The neurodiversity movement has become an important component of the self-concept of many neurodivergent individuals. 22,23 The positive and contextual reframing of stigmatized conditions by this movement has also shown promise for interventions that could improve the well-being of neurodivergent individuals. 24 However, mental health research has largely paid little attention to the movement. ...
... For example, having a positive sense of disability identity and a sense of belonging to a disability community have been shown to predict several positive mental health outcomes among individuals with a variety of disabilities, including autism. 23,24,26 In addition, engagement in disability rights advocacy has been shown to have potential for mental health benefits and reduction in disability stigma among people with disabilities. 27,28 The neurodiversity movement provides a positive revaluation of a stigmatized disability identity and provides a disability community to individuals who may have been isolated from others. ...
... This increase includes a large rise in mental health disorders in particular (600% increase over this period), but also increases of 29% in cognitive or learning difficulties, 56% increase of students with multiple disabilities, and 700% increase rate of students with social or communication impairments [32]. It is also possible that we have significant numbers of students who are not formally diagnosed (particularly as neurodiverse/SpLD), with other studies similarly reporting that this is likely [33][34][35]. Informal discussions with some of our students also indicated that they consider themselves neurodiverse but do not have a formal diagnosis. ...
... When integrating Resimion, one significant consideration was ensuring accessibility of Resimion for students with reasonable adjustments and specific learning needs. This is an increasingly important consideration given the rising numbers of students in Higher Education identifying as neurodivergent or having SpLDs [33]. When we initially trialled the software, students gave valuable feedback enabling additional accessibility features to be added. ...
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Introduction: Scenario-based learning and gamification have many advantages in comparison to traditional didactic teaching methods, including development of many higher-level skills such as analysis and evaluation. It is hoped that these simulations provide a real-world experience in a format accessible to students. Integration of these tools into teaching excelled during the COVID-19 pandemic, an event that completely changed education and initiated the greatest advancement in digital learning to date. We discuss our experiences using Resimion, a novel scenario-based learning tool that was adapted to biomedical science, both for teaching and assessment. Methods: Our cohort included 769 students studying BSc(Hons) Biomedical Science at the University of the West of England from 2020 to 2023. Data was obtained from assessments within four different modules, two at FHEQ level 5 and two at level 6. Students were grouped based on reasonable adjustment (RA) status, including physical issues, specific learning differences and neurodiversity, with differences between student groups and assessment types analysed by ANOVA. Results: Data clearly demonstrate good engagement from students utilising Resimion software, representing 18,436 student interactions in total, across both assessed and non-assessed activities. RAs of any type did not alter submission rates (p = 0.53) or student outcome in any of the assessment types analysed. However, submission rates for Resimion assessments were notably higher than for other assessment types (p = 0.002). Whist outcomes were not significantly different, students with RAs did take significantly longer to complete the Haematology and Transfusion assessments (p = 0.0012). Specifically, neurodiverse students and those with specific learning differences used on average 81% of their allocated time, students with other RAs used 76%, whereas students without RAs used just 56% (p ≤ 0.0001), highlighting the appropriate adjustment of extra time provided for these students. It was further observed that 1.3% of Resimion activities undertaken by students utilised the in-built inclusivity features in the software. Both students with known RAs, and those without, utilised these features, therefore also aiding students without a formal diagnosis. Conclusion: The scenario-based learning tool Resimion was successfully integrated into the teaching of biomedical science and provided an engaging platform for students, with comparable results to other traditional assessment types.
... Therefore, they report more difficulties with social skills (e.g., social interactions, group work, presentations; Jansen et al., 2016;Van Hees et al., 2015) and academic skills (e.g., executive functioning, goal setting, planning, complete tasks; Bolourian et al., 2018;Hillier et al., 2018). These challenges often coincide with mental health issues (e.g., loneliness, comorbidity, anxiety, and depression; A. H. Anderson, 2018;Griffin & Pollak, 2009;Van Hees et al., 2018), leading to avoidance of participation, procrastination and delays, and lower graduation rates (Robertson & Ne'eman, 2021;Vincent, 2019). ...
... Educational inclusivity can be reached by Universal Learning Design strategies (A. H. Anderson, 2018;Berry et al., 2006), promoting understanding and acceptance of autistic students by peers and staff (Sarrett, 2017), alternative teaching and assessment (Griffin & Pollak, 2009;Jansen et al., 2016), and examination assistance (Sarrett, 2017). To prevent loneliness and stress, autistic students can benefit from resilience and anxiety management (A. ...
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Individuals with autism increasingly enroll in universities, but researchers know little about how their study progresses over time towards degree completion. This exploratory population study uses structural equation modeling to examine patterns in study progression and degree completion of bachelor’s students with autism spectrum disorder ( n = 101) in comparison to students with other recorded conditions ( n = 2,465) and students with no recorded conditions ( n = 25,077) at a major Dutch university. Propensity score weighting is applied to balance outcomes. The research shows that most outcomes (grade point average, dropout rates, resits, credits, and degree completion) were similar across the three groups. Students with autism had more no-shows in the second year than their peers, which affected degree completion after 3 years. The overall performance of autistic students appeared to be adequate and comparable to their peers. However, addressing participation and inclusivity is vital to improve academic support for students with autism. These insights can enable universities to develop appropriate and timely support for all talented students to progress in their studies and complete their degrees.
... It has been thought that these strengths could stem from neurodivergent people usually having exceptional memory -even better than the average neurotypical person [12]. Acknowledging these skill distinctions is called the "Strength-Based View" because people understand that neurodivergence is not always a negative characteristic [13]. The background of these strengths has been deeply studied, but their practical application, especially in higher education, has not been. ...
... What is your problem?" Below these drawings is a question to the readers, "Should disabilities always be invisible?" stress, uncertainty, and loss of time, in turn affecting their self-esteem in the backdrop of existing stigma, ableism, and mental health concerns (Griffin & Pollak, 2009). This happens primarily due to a lack of awareness about invisible disabilities. ...
Article
Comics-based /arts-based research is increasingly employed in anthropology and other social science disciplines. As part of my ongoing doctoral research on the experiences of young adults with learning disabilities in India, I have engaged in researcher-produced drawings/comics to depict my fieldwork findings. In this paper, I present three single-panel comics that illustrate experiences of “the invisibility of learning disability,” “ableism in classrooms,” and “negotiating the disability identity.” I then present three corresponding counter-comics with alternative visualizations to depict inclusive practices in higher education. Through these, I aim to demonstrate the utility of comics in research and their potential in disability advocacy and pedagogy.
... Ao longo dos anos, a neurodiversidade se constituiu como um movimento que alcança não apenas as pessoas autistas, mas também outros modos de ser no âmbito neurológico, se consolidando como um movimento composto também pelas pessoas com Transtorno do Déficit de Atenção com Hiperatividade (TDAH), discalculia, dislexia, dispraxia, transtornos de humor, transtornos de ansiedade, deficiência intelectual, dentre outros diagnósticos anunciados na área da saúde (GRIFFIN; POLLAK, 2009;ARMSTRONG, 2010;BURNS, 2017). Dada a abrangência de diagnósticos que são alcançados pelo movimento da neurodiversidade, é comum nesse movimento que as pessoas identificadas com tais ISSN -1982-4866. ...
Article
Apresenta um estudo sobre o autismo na Educação Matemática na perspectiva da neurodiversidade. Com o objetivo de abordar o autismo na perspectiva do movimento da neurodiversidade, tem como pergunta de pesquisa: quais são os elementos que podemos considerar como estimuladores de práticas docentes mais equitativas no ensino de matemática no processo de inclusão de estudantes autistas? O referencial metodológico é a pesquisa-ação, com a realização de uma oficina envolvendo professores de educação básica da região noroeste do estado de São Paulo. O estudo identifica três elementos que estimulam as práticas equitativas de ensino: (1) a necessidade de uma apresentação e discussão sobre paradigmas e pressupostos de natureza mais sociológica do que médica sobre o autismo, (2) as relações entre as experiências pessoais de docência com as novas discussões pedagógicas que são proporcionadas no coletivo, e (3) a importância da articulação no coletivo de professores.
... Historically, research into autism spectrum condition (ASC) aimed to alleviate the perceived "burden" on caregivers and society, with interventions like Applied Behavioral Analysis (ABA) focusing on normalizing behaviors (Senokossoff, 2016). Contemporary discussions, however, emphasize "difference" rather than deficit, acknowledging the inherent diversity in human brain function (Griffin & Pollak, 2009;Murray et al., 2022). Scientifically, a portion of autism is linked to rare genetic variances, suggesting a broader spectrum of neurodiversity beyond ASC (Wosniak et al., 2017). ...
... Personal acceptance was also a predictor of depression and stress. Similarly, college students with learning disabilities reported greater academic self-esteem and greater career aspirations if they saw themselves through a neurodiversity lens as opposed to the medical model (67). Therefore, a great understanding of and positive attitude toward neurodiversity is likely to lead to greater acceptance (both external and personal) and well-being via a reduction in stigma. ...
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Introduction Neurodiversity describes the fact that humans all have different brains with unique qualities that contribute to society. Though understanding of neurodiversity is gaining traction among the general public, there remains considerable stigma and prejudice toward neurodiverse people. One way to combat these issues is to teach individuals about neurodiversity and encourage them to develop advocacy skills. Development of such knowledge is especially important for adolescents, as they have the capacity to make small (e.g., interpersonal interactions) and large (e.g., school-wide) impacts. Methods Eighty-nine high schoolers participated in a two-week virtual summer camp in 2022; research consent/assent was obtained from 19 (11 neurodiverse/neurodivergent). Campers learned about neurodiversity, Universal Design for Learning (UDL), and Design Thinking (DT) through lectures from researchers and neurodivergent people, as well as group activities and discussions. Campers worked in small groups to design a neurodiversity advocacy project based on the principles of UDL and DT. Each group was facilitated by camp counselors–some of whom were neurodiverse–who were all committed to neurodiversity advocacy. Participants completed questionnaires about autism, ADHD, and dyslexia pre- and post-camp. Some also completed optional post-camp interviews. Results Pre-camp stigma toward neurodiverse conditions was generally low. However, autism stigma was significantly higher than dyslexia stigma (Z = −2.24, p = 0.025). After camp, autism stigma decreased (Z = −2.98, p = 0.003;) and autism [t(13) = 3.17, p = 0.007] and ADHD [t(13) = 2.87, p = 0.013] knowledge improved. There were no significant changes in ADHD or dyslexia stigma or dyslexia knowledge. Participants reported enjoying collaborating with other campers and learning about UDL and DT. Thematic analysis of interviews generated four themes: Increased Understanding of Neurodiversity; Increasing Empathy and Becoming Less Judgmental; Creating a Neurodiverse Community; and More Awareness is Needed. Discussion This pilot investigation suggests that a virtual summer camp can be effective in improving attitudes toward and knowledge of neurodiversity. Qualitative analysis indicated participants became more accepting after the camp, both in terms of being less judgmental toward neurodiverse people and more self-accepting among neurodivergent campers. Future research should investigate the long-term effects of such a program, particularly with diverse samples of students.
... The current language, on the other hand, prefers alignment with the notion of "difference," and not denigration, when referring to variations in a trait. This supports the consideration of natural differences in the way the human brain interprets information (Griffin & Pollak, 2009;Murray et al. 2022). The terminology aligns with the scientific understanding that five to fifteen percent of autism may be attributed to rare genetic variances or mutations. ...
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Research has demonstrated that diverse teams perform better and are more creative and innovative. As such, many firms in industry have established DEI programs, especially those where forward-thinking design cognition are competitive advantages. These efforts correspond with a global talent and worker shortage and align with the realization that neurodiverse populations are eight times as likely to be unemployed, while most actively desire and seek work opportunities. The technology sector has been the first to consistently identify, build, and promote programs supporting the neurodiverse population, leveraging a largely untapped resource. With an estimated 15-20% of the global population considered to be neurodiverse, greater attention is being paid to the different needs and skills of this growing and diverse. To promote a potential competitive advantage, and address the needs of a neurodiverse workforce, certain firms are adopting biopsychosocial interventions in the workplace, including integration of behavioral education, redesigning hiring, resource training for managers, and environmental adaptations.
... While a general understanding about dyslexia in higher education has increased, students with learning challenges appear to feel that they do not receive enough support (Dobson Waters & Torgerson, 2021;Griffin & Pollak, 2009). According to the Office for Students (2017), students would have to make the request for inclusive learning to help them in their academic studies rather than the inclusive practices being already in place and implemented. ...
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The current study aimed to analyze the prevalence and characteristics of geometric difficulties in elementary school children. In cooperation with teachers, tasks for assessing geometric knowledge, respecting the curriculum for a particular grade, have been developed. The level of geometric thinking was analyzed as an additional factor for classifying geometric difficulties and for better understanding problems that can lead to determining appropriate accommodations. The prevalence of geometric difficulties was 9.2% and students with geometric difficulties were on the first and second level of geometric thinking. Deficits in visual-spatial skills have been also analyzed as potential risk factor for developing geometric difficulties.
... Similarly, the traditional education system often places undue emphasis on standardized tests and evaluation methods, which may fail to assess the learning of neurodiverse individuals. For example, dyslexic students who struggle with the written format of traditional exams may better demonstrate their learning if given the opportunity to demonstrate engineering concepts through alternate means that use their individual strengths, such as visual expression, oral presentation, or threedimensional modeling (Griffin and Pollak, 2009;Robinson, 2017;Rappolt-Schlichtmann et al., 2018). To move toward a more inclusive education system, it is essential to be aware of the power dynamics and foundational biases of the current education system. ...
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A growing body of literature suggests that neurodiverse learners may possess assets that are highly desirable within engineering disciplines. Even so, despite the potential of neurodiverse individuals to contribute to innovation in science and engineering, neurodiverse students, such as those with attention deficit hyperactivity disorder (ADHD), autism, or dyslexia, remain highly underrepresented in engineering majors. We argue that the predominant perception of neurodiversity as a disability limits the participation of neurodiverse students in engineering education, ultimately impacting the diversity and creativity of the engineering workforce. In this paper, we review the emerging literature on neurodiversity that takes a social ecology approach and moves away from deficit-based models. We then describe the potential benefits and challenges of neurodiversity in the context of engineering education. We conclude with a concept analysis of how a strengths-based perspective of neurodiversity may be integrated within engineering education in particular, as well as in higher education overall, as we present our vision for a transformative education system that moves beyond mere accommodation of learning differences and empowers all students to leverage their unique strengths. In presenting a strengths-based approach to neurodiversity, we aim to contribute to a paradigm shift that transforms how university faculty and staff understand and perceive neurodiversity, improves the educational experiences of neurodiverse students in higher education and enhances the creativity of the engineering workforce.
... Modern disability models, such as the neurodiversity movement, have sought to position disability and other cognitive or neurological conditions (e.g., autism, dyslexia, ADHD) as crucial facets of identity, much like race, gender, or sexual orientation. These modern models have encouraged reclaiming disability identity, pride in disabilities, and IFL (Andrews, 2019;Botha et al., 2021;Griffin & Pollak, 2009). ...
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Lay abstract: There is currently disagreement among professionals (such as teachers, therapists, researchers, and clinicians) about the most appropriate and respectful way to refer to individuals with disabilities in general, and those with autism, in particular. Supporters of person-first language feel that it is important to emphasize the person rather than the disorder or disability, and promote the use of terms such as, "person with autism" or "a person with ASD." The goal is to reduce stereotypes and discrimination and emphasize the person's individuality rather than their disability. However, some people within the autism community have questioned the use of person-first terms because they are awkward and use an unconventional style of language that draws attention to the disability. Moreover, autistic individuals and their families are beginning to support the use of identity-first language that embraces all aspects of one's identity. Surveys in the United Kingdom and Australia support the idea that both types of language are preferred by different groups of autism stakeholder groups. In our study, we surveyed autism stakeholders in the United States. Overwhelmingly, autistic adults (n = 299) preferred identity-first language terms to refer to themselves or others with autism. Professionals who work in the autism community (n = 207) were more likely to support and use person-first language. Language is dynamic and our findings support the need for open communication among autism professionals about how we communicate with and about autistic individuals and their families.
... Other dichotomies such as that proposed by Reid and Valle [2] offer frameworks for appreciating disabilities which are drawn into the scientific, medical and psychological; the institutional and legislative; and the social, political and cultural discourses. There are also the debates of attribution in consideration of the impact of neurodiversity [3,4]. It is this notion of neurodiversity which is a growing area of activity and research. ...
... Second, it is critical to improve access and accommodations across campus: in classrooms, laboratories, and other collaborative spaces. We recommend that psychiatry departments and biological psychiatry laboratories, as well as national organizations, enhance universal design in conferences, journals, laboratory protocols, etc. Universal design adapts curricula and learning environments to increase access for the widest range of learners, including those with mobility or sensory impairments, chronic pain, or neuroatypicalities (54)(55)(56)(57). ...
Article
Given its subject matter, biological psychiatry is uniquely poised to lead STEM DEI initiatives related to disability. Drawing on literatures in science, philosophy, psychiatry, and disability studies, we outline how that leadership might be undertaken. We first review existing opportunities for the advancement of DEI in biological psychiatry around axes of gender and race. We then explore the expansion of biological psychiatry’s DEI efforts to disability, especially along the lines of representation and access, community accountability, first person testimony, and revised theoretical frameworks for pathology. We close with concrete recommendations for scholarship and practice going forward. By tackling head-on the challenge of disability inclusion, biological psychiatry has the opportunity to be a force of transformation in the biological sciences and beyond.
... Whereas they ought to support students overcoming their reading and writing problems. There is indeed a dire need for more awareness among HE lecturers, as was put forward by Griffin andPollack (2009) andQuick (2013). Increasing selfreliance should be the main focus in the guidance and coaching of students with dyslexia. ...
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Students with dyslexia face particular challenges in higher education. Individuals with disabilities have a right to accommodations to guarantee equal opportunities and participation in education. The present study addresses (1) the frequency of functioning and participation problems of students with dyslexia in higher education, (2) the teaching and evaluation methods during which the functioning and participation problems emerge, and (3) the effectiveness of accommodations perceived by students with dyslexia. Results showed that students with dyslexia primarily have problems with reading comprehension, reading speed, spelling and text writing. Furthermore, most students with dyslexia experience more problems during classical teaching (e.g., lecture) or classical evaluation methods (e.g., written exam with open questions) than during dynamic or activating teaching methods (e.g., excursion or internship) or alternative evaluation methods (e.g., peer evaluation). Finally, perception of the effectiveness of accommodations depends strongly on the individual functioning and participation problems students with dyslexia experienced.
... One such model is the social model of disability, which argues that a disability is not caused by the actual impairment 1 but is a result of social structures and attitudes towards the impairment (Oliver 2013: Oliver 1996. 2 The social model is not the only model of disability, and the arguments in this paper do not rest on accepting it as such, but aspects of the social model are clearly applicable to the range of common disabilities discussed here. This notion extends to the idea of "neurodiversity," which is the argument that disabilities that appear to have an effect on how the brain functions-like SLDs, Attention Deficit Disorder (ADD), and autism among others-are natural genetic variations that may, in fact, be adaptive (Griffin and Pollak 2009). For example, many people are advocating for value to be placed on the strength a person with dyslexia has, such as novel thinking and excellent problem-solving skills, instead of focusing on the reading and spelling deficits that individuals with dyslexia often have (Armstrong 2015;Garner 2021). ...
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The development of the CRISPR gene editing technique has been hyped as a technique that could fundamentally change scientific research and its clinical application. Unrecognized is the fact that it joins other technologies that have tried and failed under the same discourse of scientific hype. These technologies, like gene therapy and stem cell research, have moved quickly passed basic research into clinical application with dire consequences. Before hastily moving to clinical applications, it is necessary to consider basic research and determine how CRISPR/Cas systems should be applied. In the case of single gene diseases, that application is expected to have positive impacts, but as we shift to more complex diseases, the impact could be unintentionally negative. In the context of common disabilities, the level of genetic complexity may render this technology useless but potentially toxic, aggravating a social discourse that devalues those with disabilities. This paper intends to define the issues related to disability that are associated with using the CRIPSR/Cas system in basic research. It also aims to provide a decision tree to help determine whether the technology should be utilized or if alternative approaches beyond scientific research could lead to a better use of limited funding resources.
Article
This paper explores the lived experience of university students with dyslexia, focusing on identity and self‐esteem. The qualitative study used semi‐structured interviews with five students with dyslexia and discussions with learning support tutors at four UK universities. Thematic analysis of the interview data revealed the impact of dyslexia's stigma on students' academic self‐concept and self‐efficacy in their studies, including how students manage stigma through decisions on when and with whom to declare dyslexia: some even rejected study support. Concealing dyslexia led to identity conflict and low self‐esteem, compounding students' already low academic self‐concept, particularly when dyslexia had been unrecognised through school. The study highlights significant academic, practical and identity consequences for students who hide dyslexia from their peers, subject lecturers or study support. The conclusions outline priorities to lessen dyslexia's stigma at university, increase student agency in their support and open dialogue on dyslexia, particularly important between students with dyslexia and subject lecturers. By exploring dyslexia's identity impacts and disclosure, this paper contributes to wider conversations on increasing the representation, achievement and retention of students with dyslexia.
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Background Although group work is increasingly used in STEM courses and may lead to improved academic outcomes, there is evidence that some implementations of group work may lead to unintended barriers for certain students’ learning. Despite the growing number of neurodivergent undergraduate students, there is limited research on neurodivergent students’ experiences with group work in STEM courses. To address this knowledge gap, the current research investigated the experiences of 22 neurodivergent undergraduate students with group work in STEM courses at a range of institution types and in a variety of STEM disciplines. Participants shared experiences with in-class and out-of-class group work assignments for lecture and laboratory courses. Results Through inductive thematic coding of semi-structured interview transcripts, we identified seven themes impacting participants’ experiences. Three themes were individual level: personal characteristics that participants associated with their neurodivergence; strategies for academic success (with subthemes of organization/time management, adaptive communication, and self-advocacy); and beliefs on group work’s value. Four themes were group level/classroom level: group dynamics; role in group (including leadership roles); the competitive culture within STEM; and recommendations for instructors. Through a social-relational perspective on disability, we proposed a model showcasing how group and classroom factors serve as supports or barriers to neurodivergent students’ full participation in group work, as well as to their sense of belonging. Using the seven themes we articulated, we outlined a set of practices for designing group work assignments. In addition, we propose how pairing inclusive assignment design with instructor reflection and articulating anti-ableist values can support neurodivergent student belonging by disrupting discourses of normalcy in STEM. Conclusions As one of the first studies exploring the impact that group work in STEM courses has on neurodivergent undergraduates, this work may inform reimaginations of group work practices to better address the needs of neurodivergent STEM students and support a more inclusive culture in STEM classrooms. In addition, our conceptual model may serve as the basis for future research regarding interactions between individual-level and group-level factors associated with neurodivergent students’ learning through group work and other active learning practices.
Article
There has been a notable change in how third-level institutions perceive and interact with students who do not meet historically typical expectations regarding education. This is evidenced by an increased emphasis on equality, diversity, and inclusion in terms of access and retention across the sector. The extent to which this includes a neurodiversity focus varies significantly across jurisdictions. However, research suggests a gap between rhetoric and reality concerning neurodiversity at the third level, with many students’ lived experiences being reported as challenging, and at times compounding stigma, masking, and feelings of inadequacy. Moreover, it is unclear whether third-level institutions understand the nuance of neurodiversity and the significance of the neurodiversity movement. This project utilised the Global Café methodology to explore the above phenomenon from a participatory lived experience perspective. The project found that, despite the increase in focus by third-level institutions in the area of neurodiversity, this cohort is still disadvantaged when compared to their neurotypical peers and indeed may be experiencing greater exclusion as a result of the overemphasis upon what is perceived to be a singular and neurotypical understanding of the strength-based model within the third-level sector. Lay abstract This study looks at how colleges and universities treat students who learn differently. Even though colleges and universities talk a lot about being fair and inclusive, the research shows that many students who think and learn differently still face a lot of difficulties. This study explored this using a method called the Global Café. The Global Café method gathers information with students about their own experiences, allowing the students to direct the research. The findings reveal that, despite colleges and universities saying they support students who learn differently, many students still face challenges compared to those who learn in more traditional ways. The study highlighted that terms used in the area of neurodiversity were open to question/debate with different terms being preferred by different people in different contexts. It also found that many supports and initiatives are steeped in neurotypical (typical learning approaches) assumptions and therefore do not always apply to the needs of students who think and learn differently. Finally, the study found that more needs to be done to make sure students with different learning styles have the same opportunities in higher education, not just when they are entering it.
Article
The purpose of this narrative review was to examine the linguistic and classroom strategies used by young adults with dyslexia. Studies investigating evidence about university students’ use of strategies were compiled from four databases, including Academic Search Complete, APA PyscINFO, Education Research Complete, and Medline. Among the 117 articles identified, 15 studies were ultimately reviewed. The articles were summarized concerning the participant demographics, sample size, design of the study, methods, and the primary outcomes. The findings suggest that adults acquire strategies to help cope with their reading challenges to improve overall academic performance. Building a compensatory reading system using intact language abilities allows adults with dyslexia to perform at the same level as skilled readers. The importance of recognizing the emotional characteristics that may accompany a lifelong condition like dyslexia is emphasized, suggesting collaboration with healthcare professionals for comprehensive guidance.
Article
Research regarding dyslexia and the workplace (McCusker, 2014; Rosenfeld 1979; Doyle 2014) have discussed the difficulties of the ‘hidden disability’ and disclosure. This is a small scale study focused on the Surrey and Sussex police forces to assist police services and other work place providers establish good practice guidance for supporting dyslexia among employees. A survey was circulated electronically across two groups of police officers (16 line managers and 16 officers with diagnosis of dyslexia, N=32). The views of dyslexia in the police role have been identified, with the strengths, weaknesses, impact on peers and line management reviewed and clarification of ideas for strategies to support officers. There are clear differences of opinion between the two groups regarding the strengths of dyslexia, with many line managers struggling to perceive the benefits, where many officers agree on traits which identify resilience, problem solving and interpersonal skills. The interventions identified focus on the technological aids, adjustments to materials, time scales and funding with both groups noting early identification as key. The line managers request for more information on dyslexia to assist them in their role with realistic expectations from the organisation. These findings echo previous research regarding line managements support (e.g. Vegchel, Jong, Bosma, and Schaufel,2005; and Huo, Boxall & Cheung, 2018) that emphasises trusting relationship as a foundation to wellbeing and health.
Article
Neurodivergent students exhibit an inclination towards Science, Technology, Engineering and Mathematics (STEM) fields, yet their learning experiences in STEM courses remain underexamined. Utilizing an online survey of neurodivergent ( n = 60) and neurotypical ( n = 83) US college students, this study identified various factors influencing their self‐perceived learning experiences, including interest in the course content, instruction quality and performance outcomes. Compared to their neurotypical peers, neurodivergent students attributed negative experiences in STEM courses less frequently to performance‐related factors and more often to a mismatch between their interests and the course content. Both groups also articulated a variety of strengths and challenges encountered in their STEM studies. Neurodivergent students were more likely to report having interest and passion for STEM and less likely to report having peer support and effective study skills and habits as their primary strength for studying STEM. Conversely, while neurotypical students cited difficult content as their central challenge, neurodivergent students more commonly faced challenges with focus and attention. Despite the study's limited sample size, it revealed emerging patterns that emphasize the importance of developing inclusive teaching methods and specific support mechanisms to cater to the unique strengths and challenges of neurodivergent students in higher education.
Article
The access needs of neurodivergent individuals in organizational settings are many and varied - and so are their everyday contributions to the creation of collective access. In this study, we contribute to the growing body of CSCW research on accessibility and investigate the invisible access labor of neurodivergent students in three computer science institutions. We use an exploratory, multi-stakeholder approach, combining semi-structured interviews (n=26) and document analysis. We adopted a broad definition of neurodiversity: our study included individuals with autism, dyslexia, ADHD, cyclothymia and individuals with neurological conditions that developed as a result of illness, trauma or injury. Our findings show that neurodivergent students face a number of structural and attitudinal barriers to access in the educational environment and within the disability support system. We identified barriers in three main areas: (i) assistive technology access barriers, (ii) cognitive and physical access barriers, and (iii) social access barriers. We examined how stigma, individualized understandings of disability and intersectional disadvantage shape organizational practices and explored how students are creatively improving collective access through micro-interventions, although these efforts are largely invisible. We then draw on our findings to identify opportunities for change. We propose access grafting as a bottom-up approach to rethinking and reorienting organizational strategies to improve equitable access.
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Universities should recognise neurodiversity as conferring risk for mental health conditions and suicide. Evidence-based support and monitoring can reduce the risk of these occurring and can also reduce dropout and improve academic and psychosocial outcomes for these students and staff members. Staff training in recognition and management of neurodiverse conditions should be delivered at levels appropriate to staff roles. Despite growing interest in both ASD and ADHD in adults, many people who could benefit from diagnosis have not received it. Professionals need to be aware of underdiagnosis of both ASD and ADHD in girls and probably in ethnic and other minority groups. Lack of recognition deprives these vulnerable people of the supports universities can offer to people with neurodiversity. Lay people who take on caring or ‘buddying’ roles for people with neurodiversity need to be well-supported within a helping community rather than expected to shoulder responsibility alone. Waiting lists at many NHS clinics are too long to provide timely assessment for students. University mental health staff may be able to create recognised training programmes and negotiate agreements about diagnosis and prescribing with local GPs.
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Neurodiversity is a movement that wants to make us think differently about autism. It disagrees with the idea that autism is a disease and instead sees it as a neurological difference: a person who thinks and feels the world in a different way. This article talks about the ideas behind the neurodiversity approaches to autism spectrum disorder (ASD), as well as the conflicts that have come up around these approaches. For example, some people say that neurodiversity approaches only look at society and don't consider the role of individual traits in ASD. This study agrees with other research that both individual and social factors play a role in ASD. This article will be mostly about how to deal with neurodiversity. But even this use of "neurodiversity" is hard for ASD to define.
Article
The increasing need for student engagement and the wide availability of digital teaching resources are providing opportunities for careful consideration and planning of assignments within and among business management courses. This paper aims to examine implementation strategies for integrating multiple business simulations with gradually increased assignment weighting and coordinated implementation in a university business curriculum. A case study research design with a pattern-matching logic is used to represent a critical test of formulated programmatic and learning theories that have a set of propositions and circumstances with which the proposals are believed to be true. Applied digital management education tools used in a graduated weighting scheme compare an empirically-based pattern with a predicted pattern. Systemic program-wide implementation of teaching resources such as simulations, microsimulations and application-based activity role-playing assignments can deliver engaging internal course and coordinated management program experiential-type learning. Carefully planning graduated assignment weights can be a practical strategy for using a low-risk approach to enhance experiential learning. The strategies proposed provide a practical approach for controlling the learning pace and facilitating low-risk experiential learning through the modern digital business education landscape. This paper investigates innovative implementation ideas to strategically arrange simulation assignments that can enhance success and prepare students future management work-based training. It explores the value of incorporating different types of business simulations and advanced active learning activities to provide students with engaging experiential learning experiences.
Article
Introduction : le nombre d’étudiants en situation de handicap augmente dans l’enseignement supérieur. La dyslexie en constitue la forme la plus fréquente. Peu de communications sur ce sujet ciblent les formations en santé en France. Objectifs : l’enquête menée cherchait à caractériser et à comprendre l’accompagnement mis en place en instituts de formations en soins infirmiers (Ifsi) au regard de la dyslexie. Méthodes : une enquête mixte a été réalisée en 2022 principalement auprès de référents handicap en Ifsi. Un questionnaire national a recueilli 113 réponses de métropole et d’Outre-Mer, puis trois focus groups ont réuni 28 participants originaires de dix régions différentes. Résultats : au moment de l’étude, les mesures les plus fréquentes concernaient les évaluations et la communication institutionnelle. Cependant, elles manquaient de structuration. Des zones lacunaires persistaient, notamment en stage professionnel. Discussion : au-delà des référents handicap, l’ensemble des acteurs doivent être sensibilisés aux besoins des étudiants avec une dyslexie. Une plus grande visibilité du handicap pourrait également faire évoluer les mentalités dans le milieu soignant. Conclusion : l’accompagnement spécifique concernant la dyslexie est initié en Ifsi. Son développement nécessite un changement de regard des parties prenantes. Il pourra secondairement se prolonger à d’autres formations en santé.
Chapter
This chapter describes a structured, evidence-based approach to professionalism remediation in four phases: ‘Identify and Evaluate’, ‘Explore and understand’, ‘Remediate’, and ‘Gather evidence for dismissal’. Illustrative cases provide guidelines for the frontline teachers who conduct essential tasks in the first two phases, such as explicitly and implicitly setting professionalism standards, identifying trainees’ lapses in professionalism, clarifying possible causes, intervening, and assessing professionalism. Trainees who move to the ‘Remediate’ phase engage with specialized professionalism remediation coaches. For those few trainees who do not demonstrate reflectiveness and improvement despite remediation attempts, we discuss formal procedures focused on gathering evidence for dismissal.KeywordsHealth professions educationProfessionalismRemediationLearningTraining supportUnprofessional behavior
Chapter
Current research in the neurosciences suggests that cognitive development varies widely among even the most academically successful learners and that individual learning capacities can be considered in terms of profiles of strengths and challenges. We describe a neurodevelopmental framework for learning (NDFL) that provides context and meaning for struggling trainees’ experiences, delineating strengths, and pinpointing the specific challenges undermining performance. With this shared understanding, it is possible to tailor strategies to each student’s profile. However, for a significant minority of struggling students, their challenges, most commonly learning and attention disorders, reach the level of a disability as defined by the Americans with Disabilities Act (ADA). While most such disorders are diagnosed in childhood, some individuals seek assessment for the first time in adulthood when a formal diagnosis is required to provide reasonable accommodations. We suggest that both faculty and trainees benefit from coming to a shared understanding of the impact of variations in neurodevelopmental profiles on professional learning. Exploring these variations through the NDFL lens can help learners reframe their challenges, rebuild their self-confidence, and implement strategies to prevent or ameliorate academic failure.KeywordsLearning disabilitiesADD/ADHDExecutive dysfunctionNeuro-educational testingNeuropsychiatric testingNeurocognitive profileAccommodationsAmericans with Disabilities Act
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Neurodiversity is an umbrella term that describes variation in brain function among individuals, including conditions such as Attention deficit hyperactivity disorder (ADHD), or dyslexia. Neurodiversity is common in the general population, with an estimated 5.0% to 7.1% and 7% of the world population being diagnosed with ADHD and dyslexia respectively. Neurodivergent (ND) individuals often experience challenges in specific tasks, such as difficulties in communication or a reduced attention span in comparison to neurotypical (NT) individuals. However, they also exhibit specific strengths, such as high creativity or attention to detail. Therefore, improving the inclusion of ND individuals is desirable for economic, ethical, and for talent reasons. In higher education, struggles of ND students are well-documented. Common issues in this area are a lack of awareness among other students and staff, forms of assessment that are particularly challenging for some students, and a lack of offered accommodations. These factors commonly lead to stress, anxiety, and ultimately a risk of dropping out of the studies. Accommodations for ND students can require substantial effort. However, smaller changes in course material can already have major impact. In this chapter, we summarise the lessons learned from an intervention in four courses in undergraduate computer science programmes at Reykjavik University, Iceland, over a period of two terms. Following accessibility guidelines produced by interest groups for different ND conditions, we created course material in the form of slides and assignments specifically tailored to ND audiences. We focused on small, economical changes that could be replicated by educators with a minimal investment of time. We evaluated the success of our intervention through two surveys, showing an overall positive response among ND students and NT students.
Chapter
In this chapter I discuss and critically consider the importance of identity, culture, community, and space for improving the well-being of the (our) stigmatised and marginalised Autistic population. I will do this by first discussing a tale of two “autisms”: the first being the pathological and paradigmatic narrative that constructs “autism” as a medical neurodevelopmental “disorder” embedded within a “culture of autism”; the second narrative being that of Autistic culture, with Autistic experience understood from a neurodiversity perspective, where Autistic people are different, not disordered. I touch on the well-being issues the Autistic community experience, going on to explain how fostering an Autistic identity can act as a “social cure”, one that affords Autistic people symbolic and material support from community members. Lastly, I consider the refuge and healing properties of Autistic spaces, and how these spaces may prove to be a stronger tool for discovering one’s Autistic-ness as a teen or adult compared to current infantilised medical diagnostic processes. I hope to show the importance of Autistic identity, culture, community, and space for Autistic well-being.
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Finding new ways of supporting the well-being of autistic adults is an essential goal for research and practice. We tested the predictive value of attitudes towards autism (as neurodiversity or as a disorder) and identification with other autistic people, on the psychological distress and self-esteem of autistic adults ( n = 109). Adopting a neurodiversity attitude not only predicted higher self-esteem but also served as a protective factor against the negative impact of identification with other autistic people on psychological distress. These findings show that clinicians should be sensitive to the way autistic people understand autism and the extent to which they identify with the autism community, as these factors relate to their well-being. Lay abstract Autistic adults experience a high level of distress. Finding new ways to support their well-being is an important goal for researchers and clinicians. We assessed the way autistic adults view their autism, as a disorder or as a type of mind (neurodiversity), and the level they integrate with other autistic people, and we checked how those factors contribute to their well-being. People who see autism rather as a type of mind than as a disorder had higher self-esteem. People who view themselves as more similar to other autistic people felt more stressed, but this result was not accurate for people who view autism as a type of mind. Clinicians should be sensitive to the way autistic people understand autism and to what extent they identify with the autism community, because it may relate to their well-being.
Article
Being neurodivergent (i.e., autistic, dyslexic, dyspraxic, ADHD, etc) can present challenges in the neurotypical world. These challenges can be disabling and thus, in accordance with the Equality Act 2010 of the UK, reasonable adjustments should be made. However, there is little published research investigating the experiences of, and therefore support needed for, neurodivergent students on clinical placements. This is especially true in radiography research, which is pertinent considering the potential for neurodivergent disabilities to interact with the demands of the role. Worthy of note, there is no research exploring the experiences of autistic students, dyspraxic or ADHD students. Due to this, it is impossible to know what radiography-specific support is needed. This piece will review the literature from the radiography and wider healthcare field and outline the possible impact this research deflect will have on neurodivergent student radiographers.
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Attitude of mothers towards their children’s autism may play a role in mothers’ psychological well-being. We investigated the predictive value of how mothers understand autism (as a neurodivergence or a developmental disorder) on their psychological distress. A group of 371 mothers of children on the autism spectrum participated in this study. We found that understanding autism as a neurodivergence was related to lower psychological distress in mothers, even after controlling for the level of autism symptoms. However, when controlling for caregiver burden, their attitude towards autism was no longer significant in explaining their psychological distress. These findings suggest that the way mothers understand autism may be important for their psychological adjustment. However, it also suggests that mothers of children on the autism spectrum may adopt different attitudes towards autism, depending on their child’s level of autism symptoms and the caregiver burden. Lay abstract Mothers of children on the autism spectrum experience high levels of emotional distress. Mothers cope with stress by having their own thoughts and opinions about their children. In this study, we tested whether the way mothers perceive autism may contribute to the level of distress they feel. Some mothers see autism as a developmental disorder that needs to be cured, but some see autism as a type of mind that needs to be accepted. Our findings showed that mothers who see autism more as a type of mind are generally less stressed. But we also showed that it matters how severe are the child’s symptoms, and how heavy was the perceived burden of caring for the child. These results imply that it is worth working on attitudes towards autism to help mothers cope better. But at the same time, we argue that mothers should not be judged for their perceptions of autism, as there is a huge spectrum of a child’s characteristics and family’s life circumstances.
Article
The experience of stigma by autistic people is relatively understudied, despite contributing to a range of poor outcomes and having an overarching impact on well-being. The current review of the literature synthesizes research to determine what is currently known and presents a theoretical model of autism stigma. Autism stigma is primarily influenced by a public and professional understanding of autism in combination with interpretation of visible autistic traits. Moderating factors include the quality and quantity of contact with autistic people, cultural factors, sex and gender, individual differences, and diagnostic disclosure. Stigma can reduce well-being as well as increase the presence of camouflaging behaviors, which mask autistic traits. Caregivers of autistic people can experience stigma by association, that is, affiliate stigma, which can impact their own well-being. A variety of interventions and approaches to reduce stigma are discussed, including "autism friendly"spaces, positive media representation, educational and psychosocial training for the public and professionals, as well as cultural and systemic shifts that foster inclusivity and recognize neurodiversity.
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Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
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Over the last decade, there has been an enormous increase in the number of studies evaluating the overlap of developmental syndromes or disorders in both children and adults. This overlap of symptoms is often referred to as comorbidity, a term we criticize in this article because of its unsubstantiated presumption of independent etiologies. The premise of this article is that discrete categories do not exist in real life, and that it is misleading to refer to overlapping categories or symptoms as "comorbidities." We illustrate our point by presenting data from 179 school-age children evaluated with rigorous research criteria for seven disorders: reading disability (RD), attention-deficit/hyperactivity disorder (ADHD), developmental coordination disorder (DCD), oppositional defiant disorder (ODD), conduct disorder (CD), depression, and anxiety. Fully 50% of this sample met the criteria for at least two diagnoses. The children with ADHD were at higher risk of having at least a second disorder compared to the children with RD. Overall, the high rates of overlap of these behavioral, emotional, and educational deficits in this broadly ascertained sample support the idea that the concept of comorbidity is inadequate. We discuss the concept of atypical brain development as an explanatory idea to interpret the high rate of overlap of developmental disorders.
Book
About 1 in 20 individuals are dyslexic. This figure also applies for dyspraxia and ADHD. This fully revised edition of David Grant’s thought-provoking, insightful book develops our understanding of these specific learning differences and considers the further challenges presented by these overlapping conditions. This latest edition includes a brand-new chapter on dyscalculia. Revised sections also explore updates in the study of dyslexia, dyspraxia and ADHD as well as visualisation and synaesthesia, in the light of new data and research. These updates enable the reader to gain a fuller understanding of the sensory experiences and thoughts of individuals with specific learning differences. The author takes a life-style approach to explain many of the everyday experiences and choices of individuals with specific learning differences, including sleep, sports, visualisation and creativity, and uses real life examples explained in the words of those with specific learning differences. The accessible style of this book will immediately strike a chord with anyone with first- or second-hand experience of specific learning differences. It is invaluable and insightful reading for those with specific learning differences as well as their parents and/or partner, teachers, teaching assistants and SENCos.
Article
As wider access to higher education becomes a top priority for governments in the UK and around the world, this ground-breaking piece of work raises the challenging questions that policy-makers, vice-chancellors and government officials are reluctant to ask. A highly qualified team of authors have closely analyzed rates of participation and the experiences of disabled students in higher education over a two year period. They compare the responses of eight different universities to the new anti-discriminatory practice, contrasting their social profiles, academic missions, support systems for disabled students and approaches for the implementation of change. Change comes under particular scrutiny, with a close examination of each university's interpretation of 'reasonable adjustments', and the extent to which they have modified their campuses and teaching accordingly. Student case studies are used throughout to illustrate the real impact of institutional responses to the legislation. Disabled Students in Higher Education will make fascinating reading for students of education, social policy, politics, and disability studies, and for those working towards accredited university teacher status. © 2005 Sheila Riddell, Teresa Tinklin and Alastair Wilson. All rights reserved.
Article
College students, with or without disabilities, are faced with numerous stressful situations within the university environment. For an individual diagnosed with Asperger syndrome, success at this level requires non-traditional supports. With limited knowledge of this disorder, the university staff are faced with a distinct disadvantage in their efforts to outline an appropriate plan. While providing traditional academic assistance is now commonplace, federal laws mandate that universities widen the scope of support so as not to exclude any student from campus activities or programs. In an effort to provide a framework for support, this article interfaces diagnostic information with the realities of college life. Areas of focus include the transition process, social rules, engagement in academic activities, and mastering a new life of independence. It is hoped that the presented suggestions might prove helpful as universities begin to establish service support teams and outline plans of support.
Article
This paper provides a comparative analysis of data arising from three recent surveys of equal opportunity practice in relation to race, gender and disability. The surveys gathered information from a range of university departments and included questions about departmental structures and organisation as well as curriculum development. Instances of good practice are described, and some implications explored for the further development of equal opportunities in higher education.
Article
The self-esteem, anxiety and past and present educational histories of 16 dyslexic university students and 16 matched controls were compared.  Self-esteem was measured using the Culture-free Self-esteem Inventory and anxiety was measured with the State–Trait Anxiety Inventory.  A questionnaire devised by the research team was used to gather information on past and present educational histories, including a number of questions that could be rated on a five point scale.  The dyslexic group was found to have significantly lower self-esteem than the controls.  On the State–Trait Anxiety Inventory there was no significant difference between the groups.  On the five point rating scales the dyslexic group reported themselves as feeling more anxious and less competent in their written work at school than the controls and rated themselves at university as less competent both in their written work and in their academic achievements. Copyright © 1999 John Wiley & Sons, Ltd.
Article
Dyslexia is defined as a disability that primarily affects reading and writing. Internationally, the number of dyslexic students entering higher education is on the rise. It is estimated that students with dyslexia represent a small but significant minority. Many English-speaking countries have developed support services and teaching practices to accommodate dyslexic students’ educational needs. In Greece, research on dyslexia is very limited. The purpose of this study is to define the incidence of dyslexia among the Greek student population and to examine dyslexic students’ age, gender and major field of study. Data were collected from a total of 406 departments at all Greek public institutions of higher education (n = 32). The existing practices for identifying and provisions for supporting dyslexic students were also examined. The incidence of dyslexia in Greek higher education was estimated to be 0.16%, which is far below the estimated incidence in the general population. Interesting results were yielded regarding the variability of higher education institutions’ responses to dyslexia. In almost all Greek institutions, provision takes place in the form of oral examinations and generic counseling. technological education institutions (TEIs) seem to be more aware of the educational needs of dyslexic students, possibly because they have three times more dyslexic students than higher education institutions (HEIs). All Greek universities deal with the needs of dyslexic students on an individual basis, making provision reactive rather than proactive. The results of the present study are discussed in the light of inclusive education and equality of opportunity for students who learn in a different way but do not differ from their counterparts in terms of intelligence or general abilities.
Article
College students, with or without disabilities, are faced with numerous stressful situations within the university environment. For an individual diagnosed with Asperger syndrome, success at this level requires non-traditional supports. With limited knowledge of this disorder, the university staff are faced with a distinct disadvantage in their efforts to outline an appropriate plan. While providing traditional academic assistance is now commonplace, federal laws mandate that universities widen the scope of support so as not to exclude any student from campus activities or programs. In an effort to provide a framework for support, this article interfaces diagnostic information with the realities of college life. Areas of focus include the transition process, social rules, engagement in academic activities, and mastering a new life of independence. It is hoped that the presented suggestions might prove helpful as universities begin to establish service support teams and outline plans of support.
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Drawing the threads together Neurodiversity in higher education: Practical responses to specific learning differences
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Developmental dyslexia in adults: A research review
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Rise in dyslexia support sparks fairness concern
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Dismantling the glass wall between learning support and academic department: Establishing inclusive practices across a university
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Race, gender and disability: A comparative perspective
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