Affirming Neurodiversity in teaching and learning seminar
Tuesday, 1 Oct 2024, 09:38
Visible to anyone in the world
Edited by Christopher Douce, Tuesday, 1 Oct 2024, 09:39
On 12 September 2024 I attended a university wide Quality Enhancement Conversations seminar. The aim of this blog is to capture some of the points made during interesting and thought provoking professional development session. Since this blog was created from a set of contemporaneous notes, I must accept responsibility for mistakes and misrepresentations.
The event began with an introduction, which had the title Better support models for neurodiverse students which was given by Michelle Pryde. Her introduction shared some history, which included an introduction to the notion of a model of disability, the movement towards autism being understood as a spectrum, and the first use of the term neurodiversity 1998. This was linked to the point that there is no one right way of thinking; behaviours and differences are not deficits. An interesting point is that not everyone likes the term. Neurodiversity isn’t, of course, a condition. It is instead a framework that can be used to understand difference.
Some other points I noted include a shift in societal views over time, and changes to the OU student charter, which includes a commitment to anti-discrimination and anti-racism. Student numbers suggest that evidence that we (the university and its staff) need to do more, and to further evolve and develop the university’s teaching practices. The university should support staff to help them not to make assumptions. It is important to practice active listening.
Neurodiversity: The Affirmation Model
Megan Lawton, Professor of Learning and Teaching (academic practice) and head of academic development from University of Wolverhampton gave an opening keynote.
Reflecting a point in the introduction, Megan continued the introduction of different models of disability. Three were picked (although many others exist): the medical model, the social model (focus on how society disables somebody, and provision of reasonable adjustments), and the affirmation model (considers abilities and strengths).
The affirmation model is new to me. It gets away from the notion of a ‘tragic view’ of disability and a view of people with disabilities being ‘brave’. Contrast this with the charity model, and depictions of athletes at the Paralympics. Athletes are just athletes. A reference for the affirmation model can be found in an article by Swain and French (2000) Towards and affirmation model of disability, Disability and Society.
An important point was that ‘language, terminology and attitudes matter’. People with disabilities can have positive (affirmed) traits can offer benefits to society, and to business. I noted an encouragement to set up a diversity and equality action plan and consider establishing assessment methodologies for students, to enable students to take advantage of their affirmed traits. Consider how to assess learning outcomes in a way that is separate from the medium of the demonstration. In other words, rather than essays or written exams, could there be another way to demonstrate a learning outcome?
Neurodivergent student numbers and completion rates
Next up was a brief dive into some stats. A question that was asked was: can we identify neurodivergent students? One challenge is the university gathers data using historically dated terms and language. There is no specific marker within student records for neurodiversity, but other flags can be combined together, i.e. ‘ASD’ and ‘dyslexia’, gives that a figure that suggests 7.1% (based on combined yearly data summarised from 2018) of students are neurodiverse.
A follow on question was: ss disclosure rate different between different demographic groups? Yes in some cases, but not in others. A further question was: are different success rates between neurodivergent students and neurotypical students present in university statistics? Yes.
Supporting neurodivergent postgraduate research (PGR) students
The subtitle for this next presentation, given by Lindsay O’Dell was ‘supporting students in accessing and participating in their studies’. Challenges for neurodivergent students may include navigating and working with university systems, accessing support, and navigating supervisory relationships. The supervisory relationship is really important for doctoral students. It is through this relationship can students express what students need.
This presentation emphasised the need to consider students at different levels. It is just as necessary to consider how to best support postgraduate research students as it is to support access students.
The Relaxed Tutorial Project: Designing for Neurodiversity (FASSTEST)
This presentation, about inclusive tutorial practice, was all about how to make safe spaces for students who may disclose autism. This said, it also has relevance for students who may typically avoid online tutorials due to of anxiety or have a variety of complex requirements.
A question is: what might a related tutorial look like? Some suggestions includes reduced sensory input, reduced social participation, casual attendance, a established safe and sympathetic environment. Paraphrasing an element of the presentation, a relaxed tutorial will also not be recorded, will not expect students to use the mic, here will be no web cams, students will not be put on the spot, not be put in a breakout rooms. The point of a relaxed tutorial to get students to attend who might not be willing to attend earlier. The packaging of the ‘relaxed’ tutorial is important.
Reflecting on the notion of the ‘relaxed’ tutorial there is an obvious tension. Some tutorials can be transformative in your understanding of module concepts since they can provoke provocative questions. Interactive tutorials can strengthen and develop understanding of key ideas. As sometime who often identifies as neurotypical, I don’t want to relax in a tutorial; I want my own tutorials to be challenging. This said, it would stretch me as a tutor if I were to run two different styles of tutorial. Arguably, running a ‘relaxed tutorial’ may lead to the development of trust (and student-tutor relationships) and lead to students attending other forms of tutorial.
Exploring the Transitions of Neurodivergent Access Students to Level One Study
The subtitle for this presentation was ‘Narratives of Study Skills and Support’. The aim of this PRAXIS project was to explore experience of neurodivergent students by making use of a qualitative photo-elicitation approach, to ultimately help to inform the enhancement of the student experience. The research was centred around a number of Access modules: Y031 Arts, Y032 Social sciences, Y033 STEM. The researchers interviewed five student participants. There were three sections to the research: photo elicitation, questions about study skills, and questions about the quality of support provided. A key ingredient was, of course, the tutor, who always plays a key role in Access modules.
Panel discussion
What follows is a summary of my own interpretation of the themes that emerged from the panel discussion.
An important theme was about listening, and communicating. Linked to this was the importance of flexibility. I noted the words “nothing about us without us”. Accompanying this was the point that we should always talk to our students, and emphasise that everyone can achieve. Connected to this, there should be a move away from disability to the notion of needs, and how the university, module teams and tutors can meet unmet needs.
When it comes to talking with students, online interactions and tutorials can represent an enabler, as well as a barrier. Face-to-face teaching can be considered to be an enabler, and a barrier. With this in mind, I asked a question: is it right that the university policy is to currently have no official face-to-face events? Study mentoring could, for example, take place during face-to-face sessions. The response was that early face-to-face interaction, to help learners understand what is involved in study is helpful and enabling options (or choice) is crucial.
There was an interesting discussion about assessment methods, particularly the use of essays. A question is: can learning outcomes be assessed in different ways to accommodate student needs? Essays help develop writing skills and offer an opportunity to demonstrate both knowledge and skills.
Resources
The following resources were shared during this session:
It is also worth mentioning that the university has its own inclusive curriculum tool, which helps module teams to consider diversity and inclusion beyond neurodiversity.
Reflections
The most useful point I took away from the seminar was the introduction of a new model: the affirmation model. I haven’t heard about this model before. It makes a lot of sense, and I relate to it on a personal level.
It was interesting to hear the notion of neurodiversity being discussed, and this makes me question where the boundaries of neurodiversity lie.
Coming back to the personal, I will disclose that I have a speech difference, a stammer. Does this make me neurodivergent? Since neurodivergence appears to cover specific learning disabilities, such as dyslexia, and autistic spectrum ‘disorders’ (I’m unhappy with the notion of disorder, since it does suggest the medical model of disability), my own difference isn’t a part of this label. Whilst I'm not going to argue on being included into the club, a curiosity is that a stammer can be profoundly socially disabling in some circumstances.
The affirmation model is all about emphasising what everyone is good at. This makes me question: what am I particularly good at? Curiously, there is something that my stammer has given me that I quite like: it has given me a very good vocabulary, since I’m forever making decisions about whether I could choose an easier word to say. When speaking with me, you might never know this is going on. The effect of this might be functional fluency (to attempt to fit in with the normal of a ‘neurotypically-fluent’ world) but the impact can be mental exhaustion after a very busy day of talking and phone calls. Does this sound neurotypical? I have no idea, since it is my everyday life experience. Would a label be useful? Again, I’m not sure.
This leads back to some other points that was shared during the session: consideration of needs, the importance of communication and learning about those needs, and providing of alternatives and opportunities.
A useful event; thank you to all the organisers and presenters.
Affirming Neurodiversity in teaching and learning seminar
On 12 September 2024 I attended a university wide Quality Enhancement Conversations seminar. The aim of this blog is to capture some of the points made during interesting and thought provoking professional development session. Since this blog was created from a set of contemporaneous notes, I must accept responsibility for mistakes and misrepresentations.
The event began with an introduction, which had the title Better support models for neurodiverse students which was given by Michelle Pryde. Her introduction shared some history, which included an introduction to the notion of a model of disability, the movement towards autism being understood as a spectrum, and the first use of the term neurodiversity 1998. This was linked to the point that there is no one right way of thinking; behaviours and differences are not deficits. An interesting point is that not everyone likes the term. Neurodiversity isn’t, of course, a condition. It is instead a framework that can be used to understand difference.
Some other points I noted include a shift in societal views over time, and changes to the OU student charter, which includes a commitment to anti-discrimination and anti-racism. Student numbers suggest that evidence that we (the university and its staff) need to do more, and to further evolve and develop the university’s teaching practices. The university should support staff to help them not to make assumptions. It is important to practice active listening.
Neurodiversity: The Affirmation Model
Megan Lawton, Professor of Learning and Teaching (academic practice) and head of academic development from University of Wolverhampton gave an opening keynote.
Reflecting a point in the introduction, Megan continued the introduction of different models of disability. Three were picked (although many others exist): the medical model, the social model (focus on how society disables somebody, and provision of reasonable adjustments), and the affirmation model (considers abilities and strengths).
The affirmation model is new to me. It gets away from the notion of a ‘tragic view’ of disability and a view of people with disabilities being ‘brave’. Contrast this with the charity model, and depictions of athletes at the Paralympics. Athletes are just athletes. A reference for the affirmation model can be found in an article by Swain and French (2000) Towards and affirmation model of disability, Disability and Society.
An important point was that ‘language, terminology and attitudes matter’. People with disabilities can have positive (affirmed) traits can offer benefits to society, and to business. I noted an encouragement to set up a diversity and equality action plan and consider establishing assessment methodologies for students, to enable students to take advantage of their affirmed traits. Consider how to assess learning outcomes in a way that is separate from the medium of the demonstration. In other words, rather than essays or written exams, could there be another way to demonstrate a learning outcome?
Neurodivergent student numbers and completion rates
Next up was a brief dive into some stats. A question that was asked was: can we identify neurodivergent students? One challenge is the university gathers data using historically dated terms and language. There is no specific marker within student records for neurodiversity, but other flags can be combined together, i.e. ‘ASD’ and ‘dyslexia’, gives that a figure that suggests 7.1% (based on combined yearly data summarised from 2018) of students are neurodiverse.
A follow on question was: ss disclosure rate different between different demographic groups? Yes in some cases, but not in others. A further question was: are different success rates between neurodivergent students and neurotypical students present in university statistics? Yes.
Supporting neurodivergent postgraduate research (PGR) students
The subtitle for this next presentation, given by Lindsay O’Dell was ‘supporting students in accessing and participating in their studies’. Challenges for neurodivergent students may include navigating and working with university systems, accessing support, and navigating supervisory relationships. The supervisory relationship is really important for doctoral students. It is through this relationship can students express what students need.
This presentation emphasised the need to consider students at different levels. It is just as necessary to consider how to best support postgraduate research students as it is to support access students.
The Relaxed Tutorial Project: Designing for Neurodiversity (FASSTEST)
This presentation, about inclusive tutorial practice, was all about how to make safe spaces for students who may disclose autism. This said, it also has relevance for students who may typically avoid online tutorials due to of anxiety or have a variety of complex requirements.
A question is: what might a related tutorial look like? Some suggestions includes reduced sensory input, reduced social participation, casual attendance, a established safe and sympathetic environment. Paraphrasing an element of the presentation, a relaxed tutorial will also not be recorded, will not expect students to use the mic, here will be no web cams, students will not be put on the spot, not be put in a breakout rooms. The point of a relaxed tutorial to get students to attend who might not be willing to attend earlier. The packaging of the ‘relaxed’ tutorial is important.
Reflecting on the notion of the ‘relaxed’ tutorial there is an obvious tension. Some tutorials can be transformative in your understanding of module concepts since they can provoke provocative questions. Interactive tutorials can strengthen and develop understanding of key ideas. As sometime who often identifies as neurotypical, I don’t want to relax in a tutorial; I want my own tutorials to be challenging. This said, it would stretch me as a tutor if I were to run two different styles of tutorial. Arguably, running a ‘relaxed tutorial’ may lead to the development of trust (and student-tutor relationships) and lead to students attending other forms of tutorial.
Exploring the Transitions of Neurodivergent Access Students to Level One Study
The subtitle for this presentation was ‘Narratives of Study Skills and Support’. The aim of this PRAXIS project was to explore experience of neurodivergent students by making use of a qualitative photo-elicitation approach, to ultimately help to inform the enhancement of the student experience. The research was centred around a number of Access modules: Y031 Arts, Y032 Social sciences, Y033 STEM. The researchers interviewed five student participants. There were three sections to the research: photo elicitation, questions about study skills, and questions about the quality of support provided. A key ingredient was, of course, the tutor, who always plays a key role in Access modules.
Panel discussion
What follows is a summary of my own interpretation of the themes that emerged from the panel discussion.
An important theme was about listening, and communicating. Linked to this was the importance of flexibility. I noted the words “nothing about us without us”. Accompanying this was the point that we should always talk to our students, and emphasise that everyone can achieve. Connected to this, there should be a move away from disability to the notion of needs, and how the university, module teams and tutors can meet unmet needs.
When it comes to talking with students, online interactions and tutorials can represent an enabler, as well as a barrier. Face-to-face teaching can be considered to be an enabler, and a barrier. With this in mind, I asked a question: is it right that the university policy is to currently have no official face-to-face events? Study mentoring could, for example, take place during face-to-face sessions. The response was that early face-to-face interaction, to help learners understand what is involved in study is helpful and enabling options (or choice) is crucial.
There was an interesting discussion about assessment methods, particularly the use of essays. A question is: can learning outcomes be assessed in different ways to accommodate student needs? Essays help develop writing skills and offer an opportunity to demonstrate both knowledge and skills.
Resources
The following resources were shared during this session:
Guidance (GOV.UK)
The following resource was also shared:
It is also worth mentioning that the university has its own inclusive curriculum tool, which helps module teams to consider diversity and inclusion beyond neurodiversity.
Reflections
The most useful point I took away from the seminar was the introduction of a new model: the affirmation model. I haven’t heard about this model before. It makes a lot of sense, and I relate to it on a personal level.
It was interesting to hear the notion of neurodiversity being discussed, and this makes me question where the boundaries of neurodiversity lie.
Coming back to the personal, I will disclose that I have a speech difference, a stammer. Does this make me neurodivergent? Since neurodivergence appears to cover specific learning disabilities, such as dyslexia, and autistic spectrum ‘disorders’ (I’m unhappy with the notion of disorder, since it does suggest the medical model of disability), my own difference isn’t a part of this label. Whilst I'm not going to argue on being included into the club, a curiosity is that a stammer can be profoundly socially disabling in some circumstances.
The affirmation model is all about emphasising what everyone is good at. This makes me question: what am I particularly good at? Curiously, there is something that my stammer has given me that I quite like: it has given me a very good vocabulary, since I’m forever making decisions about whether I could choose an easier word to say. When speaking with me, you might never know this is going on. The effect of this might be functional fluency (to attempt to fit in with the normal of a ‘neurotypically-fluent’ world) but the impact can be mental exhaustion after a very busy day of talking and phone calls. Does this sound neurotypical? I have no idea, since it is my everyday life experience. Would a label be useful? Again, I’m not sure.
This leads back to some other points that was shared during the session: consideration of needs, the importance of communication and learning about those needs, and providing of alternatives and opportunities.
A useful event; thank you to all the organisers and presenters.