A rapid review of supports for neurodivergent students in higher education. Implications for research and practice
Year: 2024
Type: article
Study design: Systematic Review
Abstract: Inclusive education has recently increased focused on support for students with neurodivergent conditions including autism or dyslexia. A number of practice guidelines have been published. As neurodivergent students are more likely to drop out of higher education, it is tenable that environments, structures and processes may not address needs. This rapid review assessed robustness of evidence regarding adjustments and support in higher education and to identify priorities for future research and practice. Through a systematic process, we elicited studies summarised in 11 existing reviews. We found the evidence to be United States-centric and sample sizes small. We synthesised evidence for (a) examination adjustments, (b) explicit instruction, (c) strategy instruction, (d) technology-based interventions, (e) psychological supports, (f) mentoring and coaching, (g) comprehensive support programmes, (h) transition into university, and (i) transition into employment. Most studies focused on distinct conditions such as autism rather than taking a comprehensive approach. The evidence is overall modest and more focused on skills and learning, rather than educational outcomes (e.g. increasing successful completion) or life outcomes such as successful transition into work which we identify as a priority for future research alongside institutional neuroinclusion and curriculum design.
Source: Neurodiversity
Authors: Almuth McDowall, Meg Kiseleva
Institutions: Birkbeck, University of London, Cardiff University
Language: English
Subfield: Safety Research
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid:
OpenAlex ID: W4404084003