In a recent article written by Catherine Kola-Balogun and published in The Oxford Blue, titled “The Invisible War: Does Oxford University need to do more to support its neurodivergent learners,” neurodiversity is defined and discussed in the context of what Oxford University offers its learners. The article explores how higher education has failed to support neurodivergent learners and ways in which it might adopt an “ecosystem to help students with academic works, and support students in their transition to the workplace.”
A Brief Summary
Neurodiversity highlights the unique ways the brain processes information, leading to natural strengths and weaknesses in individuals, encompassing conditions like ASD (Autism and Asperger), ADHD (Attention Deficit and Hyperactivity Disorder), dyslexia, and dyspraxia. The societal failure to accommodate neurodivergent individuals, akin to other forms of discrimination, is evident in higher education, including Oxford University. For example, Oxford’s tutorial system lacks standardized neurodivergent-friendly frameworks, and often exacerbates stress for neurodivergent students. Current support systems need to be improved, and diagnosis barriers further complicate assistance.
Next Steps
To foster inclusivity, universities should reframe neurodivergence as a valuable difference, not a disability, promoting mental well-being and academic success. There’s a need for inclusive pedagogical changes, including better diagnosis support, to create an environment where neurodiversity is valued and supported.