Neurodivergent students call for universities to abandon 'one-size-fits-all' teaching

Neurodivergent university students are falling through the cracks as new research exposes major gaps in support, leaving many overwhelmed and at risk of failing.

Adults with ADHD and autism at university say more should be done to meet their needs.

Researchers from Griffith University interviewed 33 neurodivergent undergraduates and found some doing well, but others finding the environment challenging.

They are calling for a neurodiverse learning approach that “requires teacher educators and support staff to see each individual as having specific strengths and needs, challenging the one-size-fits-all ethos”.

It comes as ADHD is prevalent in four to 11 per cent of people and autism in three to four per cent, with many people diagnosed with both conditions.

“While neurodivergent people comprise a substantial proportion of the population and express significant interest in attending university, they are less likely to attend and complete tertiary degrees,” lead author Kathy Gibbs said.

“In Australia only 8.1 per cent of autistic people hold a bachelor’s degree or higher, compared to 31.2 per cent of non-autistic people,” she said.

The students interviewed ranged in age from 18 to 35, and had a range of experiences.

One said it was “not horrible” but “different than what I thought” while another said she felt she was not considered at all and had to deal with a curriculum “not designed for me”.

Some wanted to socialise at university while others said it was a “get in and get out” process.

Dr Gibbs said nearly all students mentioned that they had at least one tutor with whom they felt connected as these individuals were supportive of their learning or gave the accommodations.

Lead author Kathy Gibbs.

Neurodivergent consultant Annabel Tannenbaum.

But students also noted unengaging tutorials, inconsistent teaching methods, old-fashioned teaching practices and tutors who did not know the course.

Lectures were all online, which some found good and others boring and monotonous.

When it came to assessment, students asked for course conveners to make tasks clearer and more explicit, offer fewer written tasks and more practical based assessments, and make tasks smaller in word counts.

“In the main, our students spoke about being overwhelmed and stressed due to their difficulty managing assessment deadlines,” Dr Gibbs said.

“Challenges with focus and concentration is a common reason why the students delayed starting an assessment.

“Through procrastination deadlines became more difficult to manage, penalties for lateness were then applied, and failing a course became a possibility,” she said.

It comes as many universities have programs offering those with medical diagnoses extra time to do assignments, and a quieter working environment and rest breaks in examinations.

One student described the process: “I’m really a giraffe taking baby steps here. I don’t know what I’m doing. I don’t know what any of this process looks like”.

Others chose not to self-disclose due to the stigma.

Annabel Tannenbaum, a Western Australian neurodivergent consultant, was diagnosed with auditory processing disorder at six and then autism and ADHD in her early 30s.

She said most of the tutors at the university where she was a student straight from school “didn’t know how to help”.

“It was hard to take in all the auditory and visual information and take notes and cope with background noise. I spent more time afterwards rereading notes to make sure I hadn’t missed anything,” she said.

“It’s hard because it’s not a case of one size fitting all.”

She said neurodiverse students should be asked how they want to learn and given the option of online recordings with subtitles.

“Smaller tutorial groups, making sure expectations are clear and making sure tutors or mentors are supportive all help,” Ms Tannenbaum said.

Annabel Tannenbaum, a Western Australian neurodivergent consultant, was diagnosed with auditory processing disorder at six and then autism and ADHD in her early 30s.

She said most of the tutors at the university where she was a student straight from school “didn’t know how to help”.

“It was hard to take in all the auditory and visual information and take notes and cope with background noise. I spent more time afterwards rereading notes to make sure I hadn’t missed anything,” she said,

“It’s hard because it’s not a case of one size fitting all.”

She said all students should be asked how they prefer to learn and offered flexible options, such as online recordings with subtitles.

“Small tutorial groups, clear expectations, supportive tutors or mentors and access to different assessment options can all make a significant difference,” Ms Tannenbaum said.

HOW UNIS CAN HELP NEURODIVERSE STUDENTS

Disclosure

First, universities need to find ways to support disclosure of diagnosis by neurodivergent students to their applicable disability support team so that they can implement the relevant and needed adjustments.

Accessibility

Second, these disability support teams need to be accessible and easy for students to locate as some of our students were not aware that the service existed or, if they did, had issues managing meeting times.

Assessment

Third, lecturers and tutors should be supported to present course materials and assessment tasks in clear, unambiguous language so that students know and understand what is required from them to learn and succeed in their courses.

Time out

Fourth, providing a quiet space, room, or hub for students where they can re-set if overwhelmed, stressed or worried, or where they could meet with a mentor and connect to other neurodivergent peers, would assist progress through university.

Source: The Australian Educational Researcher

Originally published as Neurodivergent students call for universities to abandon 'one-size-fits-all' teaching