Inclusiveness of neurodiverse students in engineering education curriculum design and delivery

Abstract

Motivation: Research shows that 15-20% of the population suffers from conditions that are classed as neurodiverse, which include ADHD, Autism, Depression, and Dyslexia. Evidence also shows that in engineering degrees neurodiverse students are overrepresented.
Neurodiverse people benefit from more awareness and support in their education. Their intellectual abilities are generally high to excellent. The problem in engineering education appears to occur in areas relating to transversal and organizational skills and the mismatched expectations of educational institutions. As a result, neurodiverse students are more likely to drop out.
Rationale:. The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), obliges universities to ensure a proactive, inclusive educational environment; a reactive support network is no longer sufficient. Many universities in Europe have support networks in place, but not many universities train education staff in how to take into accounts the needs of students in curriculum design and delivery. Yet lecturers and curricula developers must also play their part in inclusivity.
Participant engagement:Participants will debate statements on adaptation and inclusivity in curriculum design and delivery and take part in brain storm session coming up with creative solutions to problems commonly experienced by neurodiverse students. It is endeauvoured to introduce real problems from the perspective of real (anonymous) neurodiverse students.
Takeaway: This workshop will provide educators with information and inspiration to create a more inclusive engineering education for neurodiverse students.
Significance for engineering education: By creating more neurodiverse friendly engineering education, overall student retention and success will go up, not only among neurodiverse students. This workshop will enhance understanding of the needs of neurodiverse students and the importance of taking their needs into account when designing the inclusive engineering education.