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

PLOS One | https://doi.org/10.1371/journal.pone.0327379 July 21, 2025 2 / 12 ways of thinking [1,3,4]. In its infancy, neurodiversity was primarily used to describe individuals with autism; however, it is now commonly understood as an umbrella term that includes autism, dyslexia, attention dysregulation hyperactivity disorder/attention deficit hyperactivity disorder (ADHD) [5] dyscalculia, dyspraxia, and other diagnoses [6]. Recently the term has also been applied to individuals with chronic health condi- tions that can impact cognition (e.g., chronic pain conditions). In the context of higher education (HE), there has been an intentional push to enroll and accommodate more diverse populations. Yet, despite this effort, neurodi- versity is not often included in discussions surrounding diversity. Previous research has indicated the neurodiversity paradigm needs to be a topic of discussion in higher education to make these environments more accepting and supportive of neurodiver- gent individuals [7–10]. This can take many forms, such as including neurodiversity in diversity, equity, and inclusion (DEI) initiatives seen throughout HE [11]. Neurodiver- gent individuals often report negative experiences in HE [6,9,12]. Many report feeling or being treated merely as a label rather than a person [7]. Additionally, the challenge of pursuing HE can be amplified for those who identify as neurodivergent as they are often quickly subjected to ableism from peers and HE policies [7,10]. Several studies have investigated how neurodivergent individuals interact with HE

institutions and consequently how they are treated within the contexts of these insti- tutions [9,13]. A common recommendation is to educate individuals about ableism in HE and the lived experiences of neurodivergent individuals [11,14]. However, there is little research regarding the implications of teaching college-level students about the neurodiversity paradigm and how this may have an impact on students’ perceptions, attitudes, and beliefs surrounding neurodiversity. The current study is an attempt to further the discussion of diversity, specifically focusing on the effectiveness of teaching students about the neurodiversity paradigm within a university setting. The present study builds on two literature areas – ableism and lived experiences of neu- rodivergent individuals in HE. Ableism in higher education Ableism is a pervasive societal issue that negatively effects neurodivergent popu- lations [15]. As defined by disability scholar Fiona Kumari Campbell ableism is “a network of beliefs, processes and practices that produce a particular kind of self and body (the corporeal standard) that is projected as the perfect, species-typical and therefore essential and fully human [16].” Ableism includes discriminatory actions or policies that systematically favor those perceived as able-bodied or able-minded. It can include acts reflecting fear, contempt, or pity. Ableism and ableist ideologies are found in many aspects of society, one being higher education [17,18]. The ability to recognize these systems of inequity (critical consciousness of ableism) is a key area

of growth highlighted by many scholars and areas of disability studies. Although ableism and its effects are felt throughout the education system; it is often not recognized as a significant issue [10]. Ableism deeply impacts individuals with disabilities, including those who identify as neurodivergent. Those with disabili- ties often describe negative experiences and a lack of support within schools which distribution, and reproduction in any medium, provided the original author and source are credited. Data availability statement: All data associ- ated with this paper are publicly available at https://osf.io/p98dc/ (doi:10.17605/OSF.IO/ P98DC). Funding: The author(s) received no specific funding for this work. Competing interests: The authors have declared that no competing interests exist.