Challenges of neurodivergent students in highereducation

Abstract

Introduction: The increasing presence of neurodivergent scholars, including those with Autism Spectrum Disorder (ASD), Dyslexia, and Attention Deficit Hyperactivity Disorder (ADHD), in universities raises questions about their specific needs. ASD is characterized by deficits in communication, social interaction, and repetitive behaviors, while ADHD manifests as inattention, hyperactivity, and impulsivity, significantly affecting academic, professional, and social spheres. Dyslexia, a complex neurobiological disorder, impairs reading and writing due to difficulties in phonological decoding. Diagnosing these conditions involves multidisciplinary clinical evaluations based on the DSM-5, considering the individuality of patients. The challenging entry of neurodivergent students into higher education is breaking paradigms in how we think about teaching and learning. The inclusion of these students in higher education is supported by Law 12,764/2012, the Brazilian Inclusion Law (Law No. 13,145/2015), and Law 13,977/2020, which guarantee accessibility and support. However, the lack of understanding of these neurodivergencies negatively affects the academic experience, potentially leading to stress, emotional dysregulation, anxiety, extreme disorganization, and depression, culminating in dropout.Objectives: This study aimed to understand the challenges faced by neurodivergent students, improving their development in the academic environment and thus contributing to society.Methodology: The methods adopted for this review included a thorough search in scientific databases such as PubMed, Scielo, and BBO, as well as governmental sources, focusing on recent studies published in the last ten years. The initial method involved screening titles and abstracts, followed by a detailed analysis of the full text. Data extraction was developed using a standardized protocol to extract information from selected studies on the target population with ASD, Dyslexia, and ADHD. Studies that did not address neurodivergent students in higher education with Autism Spectrum Disorder, Dyslexia, and Attention Deficit Hyperactivity Disorder, as well as literature review studies, were excluded.Results: Distinct or specific neurodivergent conditions can be diagnosed in association, potentially being multiple when more than three disorders occur in the same individual, or diagnosed separately. The diagnostic criteria vary according to each disorder. However, it is important to note that these diagnoses are clinical and involve several stages, such as severity scales, which can be mild, moderate, severe, or profound, and complementary evaluations. The incidence of neurodivergent scholars entering universities with Autism Spectrum Disorder (ASD), Dyslexia, and Attention Deficit Hyperactivity Disorder (ADHD) has been increasing successively each year. Some laws have been created to promote the inclusion and access of students with disabilities or any other type of special need that requires adaptations in the classroom or even in the common academic environment, in public and private institutions. Additionally, students with learning or communication difficulties are ensured by law. The detailed analysis of the results highlighted not only the challenges faced by students but also the promising strategies implemented by some institutions to improve the inclusion and academic success of these individuals. The findings of this review emphasize the urgent need for more comprehensive and adaptive educational policies that not only recognize but also effectively support neurodivergent students in higher education.Conclusion: Inclusion is a crucial aspect of education, especially concerning neurodivergent students. It is essential to understand their experiences to create a higher education environment that is truly inclusive. Continuous reflection and improvement of educational practices aim to create an inclusive environment that promotes not only learning but also the well-being of these students. Thus, this study contributed to understanding the challenges faced by neurodivergent scholars and proposing directions for future research and practical improvements for a more inclusive educational environment.