Diversity in Education Study (DivES): Investigating a neurodiversity module in higher education

Area of Science:

• Neurodiversity Studies
• Higher Education Pedagogy
• Disability Studies

Background:

• Approximately 20% of adults are neurodivergent, encompassing conditions like autism and ADHD.
• Neurodiversity awareness is growing, yet its presence in higher education remains underexplored.
• Existing research lacks critical understanding of neurodivergent experiences in college settings.

Purpose of the Study:

• To evaluate the impact of a neurodiversity-focused module in an undergraduate diversity course.
• To assess changes in student understanding of neurodiversity and self-endorsement of neurodivergent identities.
• To measure shifts in critical consciousness regarding ableism among students.

Main Methods:

• A neurodiversity module was integrated into an undergraduate diversity course.
• Pre- and post-module surveys assessed student understanding, self-endorsement, and critical consciousness.
• The study involved 153 undergraduate students.

Main Results:

• The module significantly increased neurodiversity awareness and self-endorsements of neurodivergent identities.
• No significant positive shift was observed in critical consciousness of ableism scores.
• Preliminary findings suggest a positive impact on awareness and identity, but not critical consciousness.

Conclusions:

• Neurodiversity-focused modules show promise for enhancing awareness and identity within higher education.
• Further research with larger, diverse samples is necessary to solidify pedagogical recommendations.
• Integrating neurodiversity content may benefit diversity-focused courses, but addressing ableism requires further pedagogical development.