Abstract
Based on the theory of constructivism, the narrative synthesis was oriented towards understanding the university experience of neurodi-verse students, as well as how the institution responds to their specific learning needs. Articles on the theme, published in Spanish, were in-cluded. Results demonstrate that the term neurodiversity is under the appropriation process and that students suffer silently the lack of su-pport for specific learning needs, which is related to a lack of an early diagnosis, the fact that students hide their neurodiverse condition, the lack of proper legislation, and the existent focus on disability rather than on neurodiversity.
| Translated title of the contribution | Neurodiversity in Higher Education: the students’ experience |
|---|---|
| Original language | Spanish |
| Article number | 200 |
| Pages (from-to) | 129-151 |
| Number of pages | 23 |
| Journal | Revista de la Educación Superior |
| Volume | 50 |
| Issue number | 200 |
| DOIs | |
| Publication status | Published - 22 Mar 2022 |
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Keywords
- Neurodiversity students
- University and neurodiversity
- Neurodiverse students' experience
- Dyslexia & neurodiversity
- Autistic spectrum & neurodiversity
ASJC Scopus subject areas
- Social Sciences(all)
- Psychology(all)
- Neuroscience(all)