Embracing neurodiversity to enhance the post-graduate researcher experience: Reflections from a doctoral student

Abstract

Neurodiverse post-graduate researchers are underrepresented within higher education owing to systemic ableism and disablism. The aim of this paper is to highlight how embracing neurodiversity, rather than focusing on perceived deficits, minimises barriers to, and even enhances, doctoral level studies. This is achieved through a commentary of the author’s lived experience, supported by emerging asset-based evidence on the benefits of neurodiversity within academia. The paper concludes by calling upon HE institutions to make changes towards accessibility and inclusivity.

Keywords

Neurodiversity, Ableism, Higher Education, Post-graduate research

How to Cite

Peters, L. A., (2023) “Embracing neurodiversity to enhance the post-graduate researcher experience: Reflections from a doctoral student”, Fields: journal of Huddersfield student research 1(1). doi: https://doi.org/10.5920/fields.1295

Download

Download PDF

584

Views

180

Downloads

Share

Authors

Louisa Anne Peters (University of Huddersfield)

Download

Issue

Dates

Licence

Creative Commons Attribution 4.0

Identifiers

Peer Review

This article has been peer reviewed.

File Checksums (MD5)

  • PDF: b9c986220a8257b08e3ecd1a19617143