Led by guests Dr Emma Whewell @UoNPEemma & Helen Tiplady @helen_tiplady
Neurodiversity is a catch-all term for a range of learners’ experiences. It is a term used to encompass the variety seen in how human brains operate. It is associated with diagnosed conditions including ‘autism, attention deficit disorder (ADHD), dyslexia, developmental language disorders’ (Hamilton and Petty, 2023, p.1). It is a term that does not view these differences as a deficit but instead looks to embrace the different ways of thinking, learning, and behaving. One of our students articulates their understanding as:
“neurodiversity may be different in relation to social preference, ways of learning, ways of communicating and perceiving the environment.”
One of our internally funded bids where academics can work with undergraduate students on a research idea was successful. Our student Sam was conducting his dissertation on the lived experiences of children diagnosed with ADHD in their physical education lessons. Along with Sam, we decided to repurpose his survey to expand the topic and population involved. The aim was to understand the preferences, strategies, and methods that neurodiverse learners find helpful in developing their learning journey and to use this understanding to share effective practice and suggest strategies that might enhance the neurodiverse student experience across the university.
Our findings revolve around the ways in which neurodiverse students experience their learning, notably the physical and emotional factors that impact learning. Physical factors encompass a range of environmental factors that can impact learners such as noise, smell, and seating position (Hamilton and Petty, 2023). While emotional factors are a complex issue, feelings of stress and anxiety can have adverse effects on neurodiverse learners (Clouder et al., 2023). Many participants experienced anxiety, overstimulation, or panic where they could not have regular breaks, ask questions, move around, or take extra time to consolidate shared information.
Our study concluded that accessibility by design, such as: through the Universal Design for Learning (CAST, 2018), use of anticipatory approaches, and building positive relationships, may be used to better understand the nuances and strengths of neurodiversity.
During our LTHEchat, we will explore with your experiences, challenges, and resources a bit in more detail.
Acknowledgements: Thank you Sam for sharing this journey with us.
References:
Clouder, Karakus, M., Cinotti, A., Ferreyra, M. V., Fierros, G. A., & Rojo, P. (2020). Neurodiversity in higher education: a narrative synthesis. Higher Education, 80(4), 757–778. https://doi.org/10.1007/s10734-020-00513-6
CAST (2018) Universal Design for Learning UDL: The UDL Guidelines (cast.org) [Accessed 23.10.23]
Hamilton, L. G. & Petty, S. (2023) Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Frontiers in psychology. [Online] 141093290–1093290.Available at: https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1093290/full
Guests biography
Emma Whewell is an Associate Professor in Learning and Teaching at the University of Northampton. She is responsible for the Sport and Exercise department and leads the Physical Education and Sport degree. She is an experienced teacher educator whose research focusses on teacher identity, mentoring, and digital pedagogies. She co-leads the Centre for Active Digital Education.
Helen Tiplady is a Senior Lecturer in Education at the University of Northampton and is currently the Curriculum Lead for Science and Design and Technology. Her research activities have included the co-creation of training videos using IRIS Connect software and researching how children use evaluation tools in well-being music workshops. Her background is in primary school leadership, teaching, and learning.
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