Towards Inclusive Higher Education for Neuroatypical Students: a critical review

This article addresses the challenges and issues related to the inclusion of neuroatypical individuals in higher education. By examining the experiences of individuals with conditions such as bipolar disorder, dyslexia, attention deficit hyperactivity disorder (ADHD), and autism, the study identifies commonalities in their lived experiences, needs, and demands. These include the desire for genuine inclusion, support during the transition from high school to university, changes in educational policies, teaching and assessment methods, learning environments, and increased awareness of their differences. The ultimate goal is to be respected and accepted without the need to disclose specific neuroatypical conditions, to achieve autonomy, and to successfully integrate into society. This critical review proposes the UNICASE model, which explores the intersections and overlaps between various neurodevelopmental conditions and emphasizes an intersectional approach to understand shared experiences of rejection and discrimination. It challenges the social and medical models of disability, advocating for a paradigm shift towards neurodiversity. The model also promotes universal accommodations in universities to facilitate true inclusion and autonomy for all individuals. Additionally, the concepts of agency, sociocracy, and ecological development analysis are incorporated to better address the needs of neuroatypical individuals. The article concludes by highlighting the importance of qualitative and quantitative research to further investigate the challenges and needs of neuroatypical students, develop inclusive pedagogical approaches, create supportive university environments, combat discrimination, and value the perspectives of neuroatypical individuals.