{"id":39,"date":"2024-03-17T15:31:06","date_gmt":"2024-03-17T15:31:06","guid":{"rendered":"https:\/\/blogs.cardiff.ac.uk\/karen-reed\/?p=39"},"modified":"2024-06-05T11:55:50","modified_gmt":"2024-06-05T10:55:50","slug":"supporting-neurodivergent-students-in-case-based-learning","status":"publish","type":"post","link":"https:\/\/blogs.cardiff.ac.uk\/karen-reed\/supporting-neurodivergent-students-in-case-based-learning\/","title":{"rendered":"Supporting Neurodivergent Students in Case-Based Learning.\u00a0"},"content":{"rendered":"

Throughout 2023, I had the pleasure of hearing Rachel Carney, Cardiff University <\/span><\/i>present at<\/span> several events and workshops. <\/span><\/i>These opportunities opened my eyes to the need to better support neurodivergent individuals within academia.\u00a0 Looking to apply this new knowledge to my teaching practice, and to support others to do the same, I drafted a “support guide” for Case Based Learning (CBL) facilitators. CBL is a student-centered learning approach,<\/em> used within the medical school during years 1 and 2 of the MBBCh curriculum to promote learning through the application of knowledge to clinical cases and scenarios. I subsequently had the utter pleasure of working with Dr Andreia de Almeida to finesse this draft to create the following which we shared with colleagues 18-03-24 at the start of <\/span>Neurodiversity Celebration Week 2024.<\/span><\/p>\n

A guide for CBL facilitators v1.0 2024<\/span>\u00a0<\/span><\/h2>\n

Dr Karen Reed & Dr Andreia de Almeida<\/span>\u00a0<\/span><\/h3>\n

Neurodiversity<\/span><\/i><\/b> describes the idea that everyone experiences and interacts with the world around them in many different ways. Neurodiversity provides a framework for understanding how the human brain functions, arguing that there is diversity in human cognition with no single \u201ccorrect\u201d way to think.<\/span>\u00a0<\/span><\/p>\n

Neurodiversity is a normal range\/variation in the population<\/span>\u00a0<\/span><\/h4>\n

Neurodivergent<\/span><\/i><\/b> is a term used to describe people whose brains develop or work differently, meaning that they have different strengths and challenges from people whose brains develop or work more \u201ctypically\u201d. The latter are often referred to as neurotypical individuals.<\/span>\u00a0<\/span><\/p>\n

Neurodivergent is someone who is dyspraxic, autistic, dyslexic, etc.<\/span>\u00a0<\/span><\/h4>\n
\n

Quote<\/span><\/b>: Neurodivergent… means having a mind that functions in ways which diverge significantly from the dominant societal standards of “normal”.<\/span>
\nNeuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities book by Nick Walker, p.38<\/span><\/p>\n<\/blockquote>\n

Note<\/span><\/b>: Neurodiverse is often used to refer to neurodivergent groups or individuals. However, a certain group is only neurodiverse if it consists of neurotypical and neurodivergent individuals. A group that is composed only of neurodivergent people will not be neurodiverse. Similarly, one individual cannot be neurodiverse, as diversity relates to various characteristics within a group.<\/span>\u00a0<\/span><\/p>\n

What falls within neurodiversity?<\/span><\/b>\u00a0<\/span><\/h3>\n

There is a broad range of medical conditions that contribute to neurodivergent traits, including but not limited to ADHD, autism, dyslexia, or dyspraxia (<\/span>1)<\/span>. However, not everyone will have a diagnosis*<\/strong>, or may not wish to disclose that information with everyone. Therefore, creating an inclusive environment that benefits everyone in the community is important.\u00a0<\/span>\u00a0<\/span><\/p>\n

Remember, every neurodivergent individual is unique. They are likely to have just as many unique strengths as challenges. This will be different for every person, and as such, it may not be possible to generalise to meet everyone\u2019s needs. An individualised approach is needed.<\/span>\u00a0<\/span><\/p>\n

*<\/strong>While diagnoses are important, it is crucial to remember that, according to the Equality Act 2010, one does not require a formal diagnosis in order to be provided with support. It is also important to note that certain assessments, such as ASD and ADHD, in the U.K., currently have waiting lists that can vary from months to several years (up to 5-7 in certain parts of the country). It is possible for individuals to have a private diagnosis, but this is often very costly, and students might not be able to afford the cost of the diagnosis and medication via a private route.<\/span>\u00a0<\/span><\/p>\n

\"A<\/figure>\n

\u00a0<\/span>This schematic is not an extensive list of list of conditions that fall under the \u201cneurodivergent\u201d umbrella term. It was created based on information from various sources, including charities, such as the <\/span>ADHD Foundation<\/span>. ADHD Foundation is the charity that founded the \u201cneurodiversity umbrella project\u201d that displays colourful umbrellas across the U.K..<\/span>\u00a0<\/span><\/p>\n

Barriers to Learning<\/span><\/b>\u00a0<\/span><\/h3>\n