Knowing and meeting the needs of diverse learners
As an AL my practice includes teaching first and second years on BA graphic design programmes both theory and practical, year one students on MA design programmes and on an outreach programme (UALs Insights) teaching 16–18-year-olds. The students encompass varying age ranges, from a diverse range of cultural and educational backgrounds, with different levels of knowledge, skillsets, and needs. All of which can be both rewarding and challenging in different ways.
Within my teaching practice, I have taught students who are Neurodivergent students are identified through ISAs, self-identification during personal tutorials, or by lead/course tutors. During my teaching experience, there have been students who might show ‘signs’ of ‘learning differently’, observed through lectures, practical workshops, group tutorials / crits and 1-1 tutorials; and becomes apparent in various ways, including difficulty completing tasks, following instructions, or achieving outcomes at the same level as their peers. Our jobs as lecturers is not to diagnose students, but to be able to create an inclusive, accessible, and supportive learning environment for all students and that can be problematic.
We are all different. Luca M. Damiani reminds us that ‘Each neurodivergent individual is different, even when diagnosed with the same condition as someone else’ and that ‘each experience of the condition is unique’ (Damiani, 2018). My teaching experience with neurodivergent students has taught me that each student is unique; no two are alike in their learning needs and capabilities and that any strategies or practices I use to support their needs will vary each time. Institutional frameworks and procedures often lack flexibility, ‘We know that not all neurodivergent students thrive at university, and the barriers to thriving are complex’ (Hamilton and Petty, 2023).
Hamilton and Petty (2023) introduce the ‘concept of compassionate pedagogy, as applied in psychological therapies, it offers a useful template for educators working with neurodiverse students’ and draws on Nussbaum’s conceptualisation of compassion placing emphasis on recognising one’s own human vulnerability as essential for showing compassionate responses to others’ suffering. This enables me to draw from my own experiences within educational settings of marginalisation and being seen as ‘different’, allowing me to empathise with others and actively work towards creating a supportive learning environment.
In exploring this topic, I recognise the importance of compassion in educational contexts and how it can positively impact the learning experiences of neurodivergent students. It has also empowered me to be critical of institutional practices, particularly the reliance on a “disability services” model in higher education, which places the burden on students to seek support based on diagnostic labels. Damian Milton (2018) explains ‘the theory of the double empathy problem suggests that when people with very different experiences of the world interact with one another, they will struggle to empathise with each other’. By recognising and addressing the double empathy problem, my aim is to create a more inclusive and understanding learning environment for neurodivergent students while maintaining a critical perspective.
As a lecturer of both practical and theoretical subjects, I’ve encountered neurodiverse students facing challenges with essay writing. I would like to explore alternative methods, such as incorporating visuals, oral presentations, visual representations, or video formats, to help them express their learning more effectively.
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References
Damiani, L.M. (2018) ‘On the spectrum within art and design academic practice’, Spark: UAL Creative Teaching and Learning Journal, 3(1), pp. 16–25. Available at: https://sparkjournal.arts.ac.uk/index.php/spark/article/view/88.
Hamilton, L.G. and Petty, S. (2023) ‘Compassionate Pedagogy for Neurodiversity in Higher education: a Conceptual Analysis’, Frontiers in Psychology, 14. Available at: https://doi.org/10.3389/fpsyg.2023.1093290.
Milton, Damian (2018) The double empathy problem, www.autism.org.uk. Available at: https://www.autism.org.uk/advice-and-guidance/professional-practice/double-empathy (Accessed: 17 February 2024).
Additional reading
Bamber, V. and Jones, A. (2014) ‘Challenging students: enabling inclusive learning’, in A Handbook for Teaching and Learning in Higher Education. Edited by S. Marshall, H. Fry, and S. Ketteridge. London: Routledge. Available at: https://www.taylorfrancis.com/chapters/edit/10.4324/9781315763088-22/challenging-students-enabling-inclusive-learning-veronica-bamber-anna-jones.
UAL (N.D) Disability Inclusion Toolkit. Available at: https://canvas.arts.ac.uk/sites/explore/SitePage/45680/disability-inclusion-toolkit (Accessed: 17 February 2024).
UAL (2023) Neurodiversity Celebration Week: Lorna Allan on the significance of diversity of thought, UAL. Available at: https://www.arts.ac.uk/students/stories/neurodiversity-celebration-week-lorna-allan-on-the-significance-of-diversity-of-thought (Accessed: 17 February 2024).