DUT guide – Teaching in the neurodiverse classroom
DOI:
https://doi.org/10.7146/dut.v21i41.167090Abstract
A rising number of Danish university students experience functional impairment related to learning differences common in AD(H)D, autism, anxiety, depression and other forms of neurodivergence. Research indicates that the pedagogical support offered is not sufficient to prevent students’ reduced well-being and dropout, main reasons for this being stigma and non-inclusive classroom environments and practises. Both students and teaching staff report academic teachers lacking resources and competences to address this situation. This guide responds to this gap by providing practical advice for university teachers on how to depathologise difference and facilitate the classroom with learner diversity in mind.
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