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A growing body of literature suggests that neurodiverse learners may possess assets that are highly desirable within engineering disciplines. Even so, despite the potential of neurodiverse individuals to contribute to innovation in science and engineering, neurodiverse students, such as those with attention deficit hyperactivity disorder (ADHD), autism, or dyslexia, remain highly underrepresented in engineering majors. We argue that the predominant perception of neurodiversity as a disability limits the participation of neurodiverse students in engineering education, ultimately impacting the diversity and creativity of the engineering workforce. In this paper, we review the emerging literature on neurodiversity that takes a social ecology approach and moves away from deficit-based models. We then describe the potential benefits and challenges of neurodiversity in the context of engineering education. We conclude with a concept analysis of how a strengths-based perspective of neurodiversity may be integrated within engineering education in particular, as well as in higher education overall, as we present our vision for a transformative education system that moves beyond mere accommodation of learning differences and empowers all students to leverage their unique strengths. In presenting a strengths-based approach to neurodiversity, we aim to contribute to a paradigm shift that transforms how university faculty and staff understand and perceive neurodiversity, improves the educational experiences of neurodiverse students in higher education and enhances the creativity of the engineering workforce.
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Parents can play a critical role for neurodivergent students transitioning to college
The last decade has seen an increasing shift away from deficit-based models of supporting students with disabilities. Such models focus on the weaknesses of individual students in an effort to correct the perceived weaknesses, with little attention paid to teach students how to identify and capitalize on their unique strengths. Recently , many educators have adopted more balanced approaches, including strength-based models that incorporate a student-centered approach to teaching that helps these students understand their strengths (Parsakia et al., 2022). Strength-based models highlight the importance of teaching students how to improve strong areas and capitalize on them in learning environments. In this article we share observations, particularly observations of parents about the strengths of their children, from a project at the University of Washington (UW) that aims to help neurodiverse learners prepare for and succeed in college. The project, Neuroscience for Neurodiverse Learners (NNL), provides hands-on experiences in neuroscience, networking opportunities , and resources to high school and early post-secondary students who identify as "neurodiverse" learners: those with academic challenges related to THINK TANK: Neurodiversity.
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- Award ID(s):
- 1948591
- PAR ID:
- 10552623
- Publisher / Repository:
- MindBrainEd Think Tanks: Neurodiversity
- Date Published:
- Journal Name:
- Mindbrained bulletin
- ISSN:
- 2434-1002
- Page Range / eLocation ID:
- 42-47
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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