Inclusiveness of neurodiverse students in engineering education curriculum design and delivery

Research output: Chapter in Book/Conference proceedings/Edited volumeConference contributionScientific

Abstract

Motivation: Research shows that 15-20% of the population suffers from conditions that are classed as neurodiverse, which include ADHD, Autism, Depression, and Dyslexia. Evidence also shows that in engineering degrees neurodiverse students are overrepresented.
Neurodiverse people benefit from more awareness and support in their education. Their intellectual abilities are generally high to excellent. The problem in engineering education appears to occur in areas relating to transversal and organizational skills and the mismatched expectations of educational institutions. As a result, neurodiverse students are more likely to drop out.
Rationale:. The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), obliges universities to ensure a proactive, inclusive educational environment; a reactive support network is no longer sufficient. Many universities in Europe have support networks in place, but not many universities train education staff in how to take into accounts the needs of students in curriculum design and delivery. Yet lecturers and curricula developers must also play their part in inclusivity.
Participant engagement:Participants will debate statements on adaptation and inclusivity in curriculum design and delivery and take part in brain storm session coming up with creative solutions to problems commonly experienced by neurodiverse students. It is endeauvoured to introduce real problems from the perspective of real (anonymous) neurodiverse students.
Takeaway: This workshop will provide educators with information and inspiration to create a more inclusive engineering education for neurodiverse students.
Significance for engineering education: By creating more neurodiverse friendly engineering education, overall student retention and success will go up, not only among neurodiverse students. This workshop will enhance understanding of the needs of neurodiverse students and the importance of taking their needs into account when designing the inclusive engineering education.
Original languageEnglish
Title of host publicationSEFI 47th Annual Conference
Subtitle of host publicationVarietas Delectat... Complexity is the New Normality, Proceedings
EditorsBalazs Vince Nagy, Mike Murphy, Hannu-Matti Jarvinen, Aniko Kalman
PublisherEuropean Society for Engineering Education (SEFI)
Pages2084-2095
Number of pages12
ISBN (Electronic)9782873520182
DOIs
Publication statusPublished - 2019
Event47th SEFI Annual Conference 2019 - Varietas Delectat: Complexity is the New Normality - Budapest, Hungary
Duration: 16 Sep 201919 Sep 2019

Conference

Conference47th SEFI Annual Conference 2019 - Varietas Delectat: Complexity is the New Normality
CountryHungary
CityBudapest
Period16/09/1919/09/19

Keywords

  • Inclusiveness in engineering education
  • Neurodiversity
  • Talent management

Fingerprint Dive into the research topics of 'Inclusiveness of neurodiverse students in engineering education curriculum design and delivery'. Together they form a unique fingerprint.

  • Cite this

    Saunders-Smits, G. N., & van den Bogaard, M. E. D. (2019). Inclusiveness of neurodiverse students in engineering education curriculum design and delivery. In B. V. Nagy, M. Murphy, H-M. Jarvinen, & A. Kalman (Eds.), SEFI 47th Annual Conference: Varietas Delectat... Complexity is the New Normality, Proceedings (pp. 2084-2095). European Society for Engineering Education (SEFI). https://doi.org/10.13140/RG.2.2.26738.45768