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Navigating neurodiversity in higher education in India
Deepali Taneja1,2, Poornima Viswanathan1,2, Sahana V Rajan1,2
1Jindal School of Psychology and Counselling, O.P. Jindal Global University, Haryana, India.
Elife
|October 25, 2024
Summary
Neurodiversity acknowledges diverse thinking styles, yet India faces challenges in accepting it. Systemic changes are crucial for inclusive higher education for neurodivergent students.
Area of Science:
- Neurodiversity and Inclusion Studies
- Higher Education Policy
- Disability Studies
Background:
- Neurodiversity is the concept that neurological differences are natural variations in the human brain.
- Societal misconceptions and stereotypes create barriers for neurodivergent individuals.
- India, despite its large population, faces significant challenges in embracing neurodiversity.
Purpose of the Study:
- To explore the challenges and opportunities for neurodivergent students in Indian higher education.
- To advocate for systemic changes to foster inclusivity.
- To promote equitable learning environments for all students.
Main Methods:
- Qualitative analysis of existing literature and case studies.
- Examination of societal perceptions and stereotypes.
- Discussion of policy implications for higher education institutions.
Main Results:
- Neurodivergent students in India encounter significant societal stigma and lack of institutional support.
- Misinformation and stereotypes perpetuate marginalization and exclusion.
- Opportunities exist for creating more supportive and accessible educational settings.
Conclusions:
- Urgent systemic changes are needed in Indian higher education to support neurodivergent students.
- Co-creating inclusive learning environments requires addressing societal perceptions and institutional practices.
- Embracing neurodiversity is essential for equitable educational outcomes.
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