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Neurodivergent Learners: Inclusive and Accessible Practices in Higher Education

Neurodivergent Learners: Inclusive and Accessible Practices in Higher Education

Nathan Keates, Krysia Emily Waldock
Copyright: © 2024 |Pages: 28
ISBN13: 9798369308684|ISBN13 Softcover: 9798369348161|EISBN13: 9798369308691
DOI: 10.4018/979-8-3693-0868-4.ch002
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MLA

Keates, Nathan, and Krysia Emily Waldock. "Neurodivergent Learners: Inclusive and Accessible Practices in Higher Education." Transforming Education for Personalized Learning, edited by Afzal Sayed Munna, et al., IGI Global, 2024, pp. 19-46. https://doi.org/10.4018/979-8-3693-0868-4.ch002

APA

Keates, N. & Waldock, K. E. (2024). Neurodivergent Learners: Inclusive and Accessible Practices in Higher Education. In A. Munna, H. Alharahsheh, A. Ferrazza, & A. Pius (Eds.), Transforming Education for Personalized Learning (pp. 19-46). IGI Global. https://doi.org/10.4018/979-8-3693-0868-4.ch002

Chicago

Keates, Nathan, and Krysia Emily Waldock. "Neurodivergent Learners: Inclusive and Accessible Practices in Higher Education." In Transforming Education for Personalized Learning, edited by Afzal Sayed Munna, et al., 19-46. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-0868-4.ch002

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Abstract

An increasing number of students in higher education are neurodivergent, shaping and challenging the practices of how staff teach in higher education. This chapter seeks to outline why higher education staff should meet the needs of neurodivergent students, and how this can be done. This chapter begins by outlining the relationship between biodiversity and neurodiversity, and definitions are provided for neurodiversity and related terms. Second, barriers neurodivergent students may face are exlored. Finally, universal design for learning is presented as a vehicle for inclusive and accessible practice, with clear examples of how this relates to neurodivergent learners. The chapter thematically reports the needs of neurodivergent learners based on both the knowledge and experience of the authors, as well as from other neurodivergent students. The themes are considered communication, technological assistance, being predictable and meeting expectations, normalising everyone's needs (or rather, normalise neurodivergence).

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