Reframing neurodiversity in engineering
Reframing neurodiversity in engineering
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DOI：
10.3389/feduc.2022.995865
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发表时间：
2022-11-10
影响因子：
2.3
通讯作者：
Syharat, Connie Mosher
中科院分区：
文献类型：
--
作者：
Chrysochoou, Maria;Zaghi, Arash E.;Syharat, Connie Mosher
越来越多的文献表明，神经多样性的学习者可能拥有的资产，是非常可取的工程学科。即便如此，尽管神经多样性个体有潜力为科学和工程领域的创新做出贡献，但神经多样性学生，如患有注意力缺陷多动障碍（ADHD）、自闭症或阅读障碍的学生，在工程专业的代表性仍然很低。我们认为，神经多样性作为一种残疾的主要看法限制了神经多样性的学生在工程教育的参与，最终影响工程劳动力的多样性和创造力。在本文中，我们回顾了新兴的文献神经多样性，需要社会生态学的方法，远离赤字为基础的模型。然后，我们描述了工程教育背景下的神经多样性的潜在好处和挑战。最后，我们总结了一个概念分析，即如何将基于优势的神经多样性观点整合到工程教育中，特别是在高等教育中，因为我们提出了我们对变革性教育体系的愿景，超越了仅仅适应学习差异，并使所有学生能够利用他们独特的优势。在提出一个基于优势的方法来神经多样性，我们的目标是促进范式转变，改变大学教师和工作人员如何理解和感知神经多样性，提高神经多样性的学生在高等教育的教育经验，并提高工程劳动力的创造力。
A growing body of literature suggests that neurodiverse learners may possess assets that are highly desirable within engineering disciplines. Even so, despite the potential of neurodiverse individuals to contribute to innovation in science and engineering, neurodiverse students, such as those with attention deficit hyperactivity disorder (ADHD), autism, or dyslexia, remain highly underrepresented in engineering majors. We argue that the predominant perception of neurodiversity as a disability limits the participation of neurodiverse students in engineering education, ultimately impacting the diversity and creativity of the engineering workforce. In this paper, we review the emerging literature on neurodiversity that takes a social ecology approach and moves away from deficit-based models. We then describe the potential benefits and challenges of neurodiversity in the context of engineering education. We conclude with a concept analysis of how a strengths-based perspective of neurodiversity may be integrated within engineering education in particular, as well as in higher education overall, as we present our vision for a transformative education system that moves beyond mere accommodation of learning differences and empowers all students to leverage their unique strengths. In presenting a strengths-based approach to neurodiversity, we aim to contribute to a paradigm shift that transforms how university faculty and staff understand and perceive neurodiversity, improves the educational experiences of neurodiverse students in higher education and enhances the creativity of the engineering workforce.