Creating neuro-mixed learning environments in higher education

This chapter will discuss issues arising within the context of a higher education population which is increasingly neurodivergent, and seeks to address a gap in the research regarding their experiences, their specific support needs, and the challenges they have in navigating their way through university life.
In this chapter, we draw on our experiences of engendering and facilitating neuro-mixed spaces in higher education through a master’s degree in critical autism studies at a university in the North West of England. Drawing on a neurodiversity perspective, which rejects deficit models and instead sees neurodivergences as naturally occurring cognitive differences, it will argue that we must move beyond the minimum statutory requirements for inclusion towards a practice committed to recognising and celebrating difference. We also reflect on the lessons we learnt through working with neuro-mixed classes with a high proportion of neurodivergent students, including the benefits of offering multi-modal methods of accessing learning, providing accessible and inclusive material for ALL students, and considering the significance of the built environment on student learning.
We seek to offer guidance and suggest strategies for developing a deeper understanding of some of the challenges faced to improve the university experience for all students. In line with community-preferred considerations, including one of the authors’, this chapter will use identity-first language.