Reframing neurodiversity in engineering education
Bibliographic Data
| ID | 22166351 |
|---|---|
| Authors | Maria Chrysochoou (0000-0002-2592-925X, University of Connecticut, corresponding author), Arash E Zaghi (0000-0003-2246-2911, University of Connecticut), Connie M Syharat (0000-0002-7913-863X, University of Connecticut) |
| Year | 2022 |
| Volume | 7 |
| Publication date | 2022-11-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.995865 |
| OpenAlex | W4308870013 |
| Language | EN |
| Citations received | 9 |
| References cited | 61 |
A growing body of literature suggests that neurodiverse learners may possess assets that are highly desirable within engineering disciplines. Even so, despite the potential of neurodiverse individuals to contribute to innovation in science and engineering, neurodiverse students, such as those with attention deficit hyperactivity disorder (ADHD), autism, or dyslexia, remain highly underrepresented in engineering majors. We argue that the predominant perception of neurodiversity as a disability limits the participation of neurodiverse students in engineering education, ultimately impacting the diversity and creativity of the engineering workforce. In this paper, we review the emerging literature on neurodiversity that takes a social ecology approach and moves away from deficit-based models. We then describe the potential benefits and challenges of neurodiversity in the context of engineering education. We conclude with a concept analysis of how a strengths-based perspective of neurodiversity may be integrated within engineering education in particular, as well as in higher education overall, as we present our vision for a transformative education system that moves beyond mere accommodation of learning differences and empowers all students to leverage their unique strengths. In presenting a strengths-based approach to neurodiversity, we aim to contribute to a paradigm shift that transforms how university faculty and staff understand and perceive neurodiversity, improves the educational experiences of neurodiverse students in higher education and enhances the creativity of the engineering workforce
Cognitive reframing · Cognitive science · Creativity · Dyslexia · Engineering education · Engineering ethics · Pedagogy · Political science · Transformative learning · Workforce · Assistive Technology in Communication and Mobility · Autism Spectrum Disorder Research · Disability Education and Employment · Engineering · Psychology · Social Psychology
The philosophy of cognitive diversity
A Design for All
Writing experiences of neurodiverse students in graduate STEM programs
“A supplement, not a substitute” - relational experiences of neurodiverse graduate students with an AI Virtual Mentor
Examining neurodiversity and student resources in an engineering universal design learning context
“It Seems Like I’m Doing Something More Important”—An Interpretative Phenomenological Analysis of the Transformative Impact of Research Experiences for STEM Students with ADHD
Fixing the Potholes on the Road to Academic Success
The Role of College Experiences in Students’ Academic Success for Students With and Without Attention Deficit Hyperactivity Disorder
Assessing Rural Care Ecosystems for Individuals With Neurodiversity
Neurodiversity at work
U.S. Faculty and Administrators’ Experiences and Approaches in the Early Weeks of the Covid-19 Pandemic
Fostering team creativity
Sexual Orientation in the Workplace
From Gatekeeping to Engagement
Neurodiversity and the Social Ecology of Mental Functions
Class size effects in higher education
Bias in education disability accommodations
The Nuanced Relationship Between Creative Cognition and the Interaction Between Executive Functioning and Intelligence
Neurodiversity in higher education
The Neurodiversity Approach(es)
Ethnic Diversity and Creativity in Small Groups
Thematic Analysis
Pattern Unifies Autism
Disclosing accommodation needs
Accommodation Strategies of College Students with Disabilities
Reconceptualizing Autism
Empowerment theory, research, and application
Psychological empowerment
Does Class Size Matter in the University Setting
The Evolution of Complementary Cognition
| Unique citing works | 9 |
|---|---|
| Citations per year | 3 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |