Neurodivergent (Autism and ADHD) Student Experiences of Access and Inclusion in Higher Education: An Ecological Systems Theory Perspective
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| Title: | Neurodivergent (Autism and ADHD) Student Experiences of Access and Inclusion in Higher Education: An Ecological Systems Theory Perspective |
|---|---|
| Language: | English |
| Authors: | Luke Butcher (ORCID |
| Source: | Higher Education: The International Journal of Higher Education Research. 2025 90(1):243-263. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Neurodevelopmental Disorders, Autism Spectrum Disorders, Attention Deficit Hyperactivity Disorder, Foreign Countries, Students with Disabilities, Student Experience, Inclusion, Student Needs, Access to Education, Curriculum, Student Evaluation, Teacher Influence, Educational Environment, Peer Relationship, Accessibility (for Disabled), Clubs, Self Concept, Self Disclosure (Individuals), Social Isolation, College Choice, Tuition, Attitudes toward Disabilities |
| Geographic Terms: | Australia |
| DOI: | 10.1007/s10734-024-01319-6 |
| ISSN: | 0018-1560 1573-174X |
| Abstract: | Higher Education (HE) can be a complicated and isolating experience for neurodivergent students. Many systemic barriers and injustices create challenges for the accessibility and inclusivity of learning environments and curriculums. However, with the appropriate accommodations, staff guided by neurodiversity-affirming practices, accessible curricula, and opportunities to connect with neurodivergent peers, it can be highly rewarding. Through 15 in-depth, lived-experience-informed interviews with neurodivergent HE students who are Autistic and/or ADHDers in Australia, we analyse experiences at different system levels. By validating the robust framework of ecological systems theory in this context, we extend the academic understanding and add to the limited research on HE experiences for this marginalised, often ignored, but important student segment. We discover pivotal micro-systems of curricula, assessments, reasonable adjustment plans, spaces, teachers, students, and support services. Further contributions are made through the first extension of 'feedback loops' into research of HE micro-systems, and descriptions of macro and chrono-systems. With many HE systems erected and emergent to cater to the student majority, illuminating the experiences of neurodivergent students with these intersecting HE systems provides concrete insights for leadership, teachers, and support staff to improve accessibility and inclusion in HE. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485062 |
| Database: | ERIC |
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| Abstract: | Higher Education (HE) can be a complicated and isolating experience for neurodivergent students. Many systemic barriers and injustices create challenges for the accessibility and inclusivity of learning environments and curriculums. However, with the appropriate accommodations, staff guided by neurodiversity-affirming practices, accessible curricula, and opportunities to connect with neurodivergent peers, it can be highly rewarding. Through 15 in-depth, lived-experience-informed interviews with neurodivergent HE students who are Autistic and/or ADHDers in Australia, we analyse experiences at different system levels. By validating the robust framework of ecological systems theory in this context, we extend the academic understanding and add to the limited research on HE experiences for this marginalised, often ignored, but important student segment. We discover pivotal micro-systems of curricula, assessments, reasonable adjustment plans, spaces, teachers, students, and support services. Further contributions are made through the first extension of 'feedback loops' into research of HE micro-systems, and descriptions of macro and chrono-systems. With many HE systems erected and emergent to cater to the student majority, illuminating the experiences of neurodivergent students with these intersecting HE systems provides concrete insights for leadership, teachers, and support staff to improve accessibility and inclusion in HE. |
|---|---|
| ISSN: | 0018-1560 1573-174X |
| DOI: | 10.1007/s10734-024-01319-6 |
