Reframing neurodiversity in engineering education

Abstract

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.

Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness

“…Following measurement and data availability, the analyses here attend to three categories of disability: physical disabilities (e.g., ambulatory or walking difficulties, visual, speech, and/or hearing difficulties), chronic illness (e.g., autoimmune disorders, diabetes), and mental health difficulties (e.g., depression, bipolar disorder). Although not available in these data, a growing literature in engineering education addresses the experiences of people with learning disabilities and forms of neurodiversity (i.e., diverse ways of thinking, communicating, and behaving) such as ADHD and autism and has begun to recommend pedagogical shifts that can provide expanded accessibility along these dimensions (Asghar et al, 2017; Chrysochoou et al, 2021; Syharat et al, 2020). Attention to physical disabilities and chronic and mental illness in engineering has lagged in comparison (Bork & Mondisa, 2022; Jensen & Cross, 2021; Spingola, 2018).…”

Literacy, numeracy, and problem-solving skills of adults with disabilities in STEM fields

“…Computational thinking is an iterative process of breaking down problems, testing solutions, and making revisions (Committee on STEM Education, 2018). Students who have overcome barriers might be more equipped than their peers to solve problems in unique ways through grit and perseverance and their inherent neurodiversity brings different ways to approach problems and visualize solutions (Chrysochoou et al, 2021).…”

Board 415: Transforming Engineering Education for Neurodiversity: Epistemic Communities as a Model for Change

“…These natural variations can bring both unique challenges and strengths in different contexts and learning environments. In the field of engineering, collaborative efforts between individuals with diverse cognitive abilities lead to creative and holistic solutions for complex challenges facing our nation, such as cybersecurity, climate change, and aging infrastructure [8]. The level of complexity of these problems demands participation and contribution of a wide spectrum of perspectives, lived experiences, and cognitive skills.…”

“…By shifting away from a deficit-based view and a one-size-fits-all approach, and instead embracing neurodiversity as an asset, future engineering graduates will be better equipped to foster a positive and inclusive work environment [9]. The current approach to neurodiversity in education, which defines neurological diversity primarily as a disability and overfocuses on student deficits at the expense of cultivating student strengths, is causing significant challenges for the recruitment and retention of non-traditional learners [8]. This approach and the associated stigma related to disability labels has been linked to an increased prevalence of mental health challenges including anxiety, depression, and burnout within this population [10][11][12][13].…”