Neurodiversity is an umbrella term, including Dyspraxia, Dyslexia, Attention Deficit Hyperactivity Disorder, Dyscalculia, Autistic Spectrum, and Tourette Syndrome. The increasing number of students with learning difficulties associated with neurodiversity entering higher education (HE) poses a shared and growing challenge internationally for teachers and institutional leaders. This narrative synthesis draws together a corpus of international literature on how neurodiverse students experience higher education and the ways in which higher education institutions respond to the cluster of neurodiverse conditions. A systematic review was carried out to search, retrieve, appraise and synthesize the available evidence to provide an original contribution to the literature and significant insights of worth to higher education internationally.An inclusive approach to data extraction was used to ensure that all the relevant studies were included. All stages of the review process, including the initial search, screening, sample selection, and analysis, are described. Three main themes and eleven subthemes were identified. Although the majority of publications focus on either Dyslexia, Autistic Spectrum Disorder or ADHD, some common themes are evident in student experience across learning difficulties associated with neurodiversity. Although support services and technologies are ̯ϭ̯ΊΜ̯̼Μ͋ χΪ ͋͋χ νχϢ͇͋Σχν͛ νζ͋̽Ί͕Ί̽ Σ͇͋͋ν χ·͋ι͋ Ίν ̯n apparent dislocation between the two. Fear of stigmatization and labelling worsens the divide between what is needed and what is ̯ϭ̯ΊΜ̯̼Μ͋ χΪ ͋ΣνϢι͋ Σ͋ϢιΪ͇Ίϭ͋ιν͋ νχϢ͇͋Σχν͛ νϢ̽̽͋νν ΊΣ ·Ίͽ·͋ι ͇͋Ϣ̯̽χΊΪΣ Ϯ·͋ι͋ ͽΪΪ͇ ΊΣχ͋ΣχΊΪΣν are evidently not enough.
Despite acknowledging tensions, we argue that clinical supervision is both necessary and beneficial. It can be advantageous to individual practitioners and professional groups in enhancing practice and accountability, and promoting professional development.
This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.
A search of the literature, focusing on professional socialization of health and social care professionals, indicates little contemporary research and therefore a paucity of current debate around what the process involves. Most of the research, including perspectives dating back to the 1950s and 1960s, portrays professional socialization as a deterministic process of moulding essentially passive recipients. A social constructionist perspective, however, encourages a more sceptical view of the ways in which student professionals identify with professional norms and discourses within the context of health and social care. While acknowledging the power of the professions to regulate professional practice and entry into practice, the scope for individuals to exercise personal agency within the professional socialization process is made explicit.
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