Neurodiversity in Higher Education: Impact for students at GBS

Author(s): Oluwamayowa Olarewaju

Abstract: According to a British Psychological Society report in 2022, “1 in 7 people in the UK is neurodivergent and that student numbers are at their highest level ever – with over 2.5 million students currently enrolled on higher education courses. The number of neurodivergent students is, therefore, likely to be significant. Nonetheless, traditional perspectives on neurodivergence – as a deficit and barrier to education – continue to cast a long shadow on learning and working in higher education”. GBS has over 500 students who are neurodivergent based on the records from the Specific Learning Differences Lead Coordinator. Neurodiversity is the collective terminology that describes attention deficit hyperactivity disorder (ADHD), dyspraxia, dyslexia, Tourette syndrome, dyscalculia, and the autistic spectrum (Clouder et al., 2020). Evidence from research suggests that every individual has their own unique neurodiverse qualities. Under the Equality Act 2010, universities and colleges have a duty to ensure equality of opportunity for disabled students. This paper examines the concept of Neurodiversity by creating awareness on the benefits for staff and students in Higher Education. Additionally, recommendations on ‘reasonable adjustments’ which can make GBS a Neurodiversity friendly institution are discussed using pragmatic methods from UCL, Dyson Institute of Engineering and Technology UK and Relaxed and Compassionate Pedagogical approaches.

Date Published: August 13 2024

Keywords: Neurodiversity, Neurodivergence, Neurotypical, Assistive Technologies, Universal Design Learning, ASD, ADHD, Disability, Relaxed Pedagogy, Learning environment, & Inclusion

Depositing User: Basiratu Kolawole

Place of publication: Leeds United Kingdom

Subject(s): Health

Type of publication: Journal Paper