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Neurodiversity in the Minds of Students: From Perception to Campus Programming
Brooke V Castleman1, Lamis Z Jarvinen2, Michael K Jarvinen1
1Department of Pharmaceutical and Administrative Sciences, Western New England University, Springfield, MA 01119.
Summary
Neurodiversity awareness is low among students, but exposure increases optimism for societal acceptance. Educational programs can foster greater understanding and support for neurodiversity.
Area of Science:
- Neuroscience
- Social Justice
- Public Policy
Background:
- Neurodiversity embraces neurological differences, including autism and dyslexia.
- Students are key in shaping future public policy regarding neurodiversity.
Purpose of the Study:
- Investigate student awareness and perception of neurodiversity.
- Assess the impact of different information sources on student views.
Main Methods:
- 146 undergraduate students in Behavioral Neuroscience were exposed to various neurodiversity information sources.
- Students wrote papers summarizing information, proposing support ideas, and sharing opinions.
Main Results:
- 64% of students had never heard of neurodiversity before the study.
- Students who self-selected information sources showed higher optimism for societal acceptance.
- Students reported high perceived receptivity to neurodiversity among peers (85%).
Conclusions:
- Neuroscience programs should offer "first exposure" to diversity, equity, and inclusion topics.
- Neurodiversity is increasingly relevant in research and academia.
- Campuses can implement programs to enhance neurodiversity awareness and support.
Keywords:
ADHDTED talksautisminformation literacyneurodevelopmentneurodivergentneurodiversityneurotypicalstudent accessibility servicesuniversal design for learningMore Related Videos
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