SUPERVISOR: alieke van dijk
In cooperation with Steven Watson (Psychology of conflict, risk and safety, University of Twente)
Topic
This thesis involves supporting a research programme to develop teaching within our Psychology programme to be more inclusive, with a focus on neurodivergent students.
Neurodiversity is a broad term capturing a range of traditionally pathologized diagnoses. Definitions vary but commonly include Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), dyslexia, dyspraxia and dyscalculia. While these conditions often bestow benefits and talents, undoubtedly neurodivergent students face additional challenges to their neurotypical peers. These challenges can include difficulties with learning and engagement, but also wider effects on student wellbeing due to social, emotional and sensory processing differences. Sometimes solutions to accommodate neurodivergent students conflict. For example, while students with ADHD can thrive through group working, forced group work can be especially challenging for autistic students.
The UT has a standard educational model that is applied across all undergraduate programs. This model, the Twents Onderwijsmodel (TOM) may pose a number of challenges for neurodivergent students. Courses have multiple different strands to monitor which can pose a challenge for students with specific learning difficulties or ADHD. Project work requires mandatory teamwork, and teaching often takes place in busy project workshops which can be challenging for students with communication differences or who are prone to sensory overload. TOM requires full time study and many courses require mandatory attendance due to the teamwork elements. It is acknowledged that making accommodations for disabled and neurodivergent students within TOM often requires developing individual ad-hoc solutions.
The objective of this thesis is to collect the experiences of neurodivergent students and key staff, for example study advisors, in order to identify the strengths and weaknesses of TOM for neurodivergent students. The insights of our students and staff can then provide a foundation for future educational innovation targeted at maximising the inclusivity of our education.
method
Most likely, the research will be qualitative and use focus groups and/or individual interviews with relevant target groups. A thematic analysis approach is most likely.
REFERENCES
Clouder, L., 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
Davis, M. T., Watts, G. W., & López, E. J. (2021). A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education. Research in Autism Spectrum Disorders, 84, 101769. https://doi.org/https://doi.org/10.1016/j.rasd.2021.101769
Sarrett, J. C. (2018). Autism and Accommodations in Higher Education: Insights from the Autism Community. Journal of Autism and Developmental Disorders, 48(3), 679-693. https://doi.org/10.1007/s10803-017-3353-4
keywords
Pedagogy, education, research, teaching, co-creation