The Neurodiverse Teaching the Neurodiverse: Case Studies and Reflections of a Dyspraxic Ancient History Lecturer

Abstract

“How do you do anything at all?” my brilliant, but by now very confused, MA supervisor asked me when I explained to them the effects that my neurodiversity had on my day-to-day life and ability to study. It was then, 18 months or so after my diagnosis, that I realised that neurodiversity and higher-level academia were not comfortable bedfellows. This became even more apparent during my doctorate when an appointment with a disability advisor resulted in me being told that they could do very little to help as there were not enough people like me to carry out research studies on, when I was told to hide my neurodiversity from future employers if I wanted to become an academic, and when I learned that there was no policy in place for reasonable adjustments for PhD Vivas. When I started teaching after completing my doctorate, by now a decade after my diagnosis, the increase in recognition and diagnosis of neurodiversity had become evident, yet the understanding of these students’ needs amongst the academic community was lagging behind this progress. This paper aims to provide some insights into three different areas. Firstly, I will discuss my experience as a neurodivergent student and academic. Secondly, I will show how my own neurodiversity has influenced my teaching practices and my approaches to student support, with a particular focus on creating empathetic and accessible learning environments. Finally, I hope to show how working with neurodiverse students within both classroom and virtual learning settings can and should inform overall teaching practice, improve students’ confidence in their own abilities, and ensure that students succeed in their studies and gain the qualifications that they deserve.