A Reflective Analysis on Neurodiversity and Student Wellbeing: Conceptualising Practical Strategies for Inclusive Practice

Spaeth, Elliott; Pearson, Amy

doi:10.31234/osf.io/dc3gw

Cited by 8 publications

(8 citation statements)

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“…It seemed that UDL was a particularly important aspect of training, and that faculty and staff considered UDL to be beneficial for neurodivergent students. This aligns with the work of Spaeth and Pearson (2023), who found that utilizing UDL in classes decreased the necessity for students to disclose their disabilities and created more flexible classroom environments for all students via practices such as recognizing student strengths, reconceptualizing mandatory attendance policies, being flexible and giving choices, avoiding using group work as the primary form of student engagement, and considering the sensory aspects of their classroom spaces.…”

Section: Professional Developmentsupporting

confidence: 75%

Valuing neurodiversity on campus: Perspectives and priorities of neurodivergent students, faculty, and professional staff.

Accardo,

Bomgardner,

Rubinstein

et al. 2024

Journal of Diversity in Higher Education

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Colleges and universities are broadening their social inclusion reach and increasingly recognizing the importance of valuing neurodivergent students, faculty, and staff. Holding the understanding that neurodiversity is valuable to society, we gathered perspectives around neurodiversity from students, faculty, and staff on our university and affiliated campuses via a mixed method sequential two-phase study. First, a neurodiversity survey was used to gather campus perspectives around neurodiversity and neurodiversity culture. A total of 254 neurodivergent participants completed the survey. Next, focus groups and interviews were designed to expand upon and increase reliability of initial survey data. Eight neurodivergent campus community members participated in follow-up focus groups and/or interviews. Specific research questions included: What are the perspectives of neurodivergent university students, faculty, and staff around neurodiversity? How does the university currently value and support neurodivergent students, faculty, and staff? What are suggestions for improvement around valuing and supporting neurodiversity on campus? Findings include four emerging participant priorities to (a) expand mental health supports; (b) provide faculty training and professional development around neurodiversity and universal design for learning; (c) center neurodiversity in diversity and equity initiatives; and (d) expand neurodiversity specific supports.

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Section: Professional Developmentsupporting

confidence: 75%

Valuing neurodiversity on campus: Perspectives and priorities of neurodivergent students, faculty, and professional staff.

Accardo,

Bomgardner,

Rubinstein

et al. 2024

Journal of Diversity in Higher Education

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“…Nonetheless, if the challenges posed by the neurodiversity paradigm can be framed as an opportunity to rethink and improve pedagogical practice, this is likely to be to the benefit of all students. In making the following recommendations, we draw on the expertise of neurodiverse, multi-stakeholder teams of students, colleagues and authors (e.g., Spaeth and Pearson, 2021 ; Dwyer et al, 2022 ; Elsherif et al, 2022 ; Farrant et al, 2022 ).…”

Section: What Would Compassionate Pedagogy For Neurodivergent Student...mentioning

confidence: 99%

Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis

Hamilton

Petty

2023

Front. Psychol.

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The neurodiversity paradigm challenges pathologising accounts of neurodevelopmental differences, including autism, attention deficit disorder (ADHD), dyslexia, developmental language disorder (DLD) and others. From a neurodiversity perspective, these differences in the way people perceive, learn about and interact with the world are conceptualised as naturally occurring cognitive variation, akin to biodiversity in the natural environment, which may bring unique strengths and challenges for individuals. An implication of this approach is that interventions designed to create contexts in which neurodivergent people can thrive are needed, in addition to those that seek to ameliorate individual-level difficulties. In this conceptual review, we consider how higher education can offer a context in which cognitive diversity can be noticed, welcomed and accepted with warmth. In universities, neurodiversity is one dimension of difference within an increasingly diverse student population, which overlaps – but is not synonymous – with disability. We argue that improving experience and outcomes for neurodivergent students should be a priority for universities aiming to produce graduates equipped to tackle the complex problems of contemporary society. Drawing on the foundational principles of compassion-focused psychological therapies, we consider how compassion can be enacted within interpersonal interaction, curriculum design, and leadership culture in universities. We apply the insights of double empathy theory to the problem of overcoming barriers of difference in the classroom. Finally, we make recommendations for Universal Design for Learning (UDL) and strengths-based pedagogical approaches, which create a fit-for-purpose educational environment for the widest possible range of learners. This realignment with the neurodiversity paradigm offers an antidote to bolt-on provisions for students who differ from the neuro-normative, and might enable neurodivergent thinkers to flourish within and beyond higher education.

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“…All participants in the study and on the course work within mainstream colleges and are therefore exposed to principles of inclusive education policy and practice. Elements of the course that focused on autism as a valued way of being, and on support as an issue of understanding, acceptance and accommodation (Spaeth and Pearson, 2021), were likely to be familiar to professionals on the course as well as compatible with policy and practice in their setting and in the wider educational context (Welsh Government, 2021). Related to this, however, findings illustrate how theory about practice does not exist outside of practice itself.…”

Section: Discussionmentioning

confidence: 99%

“…Familiarisation with lived experience constituted an important element of the course that is focus of this study, which was taught by lecturers who are Autistic and non-autistic. Crucially, learning was combined with critical reflection on practice and consideration of the “implied student” (Spaeth and Pearson, 2021) in ableist thinking about education. Critical pedagogy for professional learning about inclusion and equity supports theorising of practice as a way of developing a “critical consciousness” that questions basic assumptions (Freire, 2005).…”

Section: Introductionmentioning

confidence: 99%

Impact of critical pedagogy on professional learning for post-16 education

Conn

Mahoney

Multani

et al. 2022

AIA

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Purpose Professional learning has been highlighted as critical to improvement in educational practice for Autistic learners. Empirical evidence about what is effective for professional learning in education suggests it is a “bottom-up” process of intellectual, practical and emotional engagement and application of new knowledge to specific contexts. The purpose of this study was to gather information about postgraduate professional learning that sought to combine lived experience with reflection on practice in a critical pedagogy approach for practitioners working with Autistic learners in post-16 education. Design/methodology/approach Participants in the study represented all further education (FE) colleges in Wales and included experienced teachers and leaders, most of whom have a role focused on inclusion and learning support within their setting. Two phases of data collection were carried out, namely, a baseline survey (n = 36) and follow-up interviews (n = 15) at the end of the year of study. Interviews explored personal experiences of learning, knowledge and beliefs about practice and change in this respect and professionals’ priorities for the development of practice. Findings Findings present information gathered from the interviews and indicate that the course did not provide practitioners with new knowledge about autism but supported the development of more nuanced understandings of autism and more professional confidence about practice. However, familiarisation with lived experience and critical reflection on practice were described as supporting the questioning of basic assumptions and greater appreciation of the nature of difference for Autistic learners. Originality/value Study findings reframe what should be considered the focus of support practices for Autistic learners in FE.

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A Reflective Analysis on Neurodiversity and Student Wellbeing: Conceptualising Practical Strategies for Inclusive Practice

Cited by 8 publications

References 0 publications

Valuing neurodiversity on campus: Perspectives and priorities of neurodivergent students, faculty, and professional staff.

Valuing neurodiversity on campus: Perspectives and priorities of neurodivergent students, faculty, and professional staff.

Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis

Impact of critical pedagogy on professional learning for post-16 education

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