Neurodivergence at the University | Conversation with philosopher Léon de Bruin and student Juliana Waloschek

Neurodiversity or neurodivergence?

The conversation was kicked off by conceptual clarifications about neurodivergence and neurodiversity. Leon de Bruin explained that neurodiversity is a theory and a movement that argues that, naturally, there are diverse ways in which our brains are organised and function. Neurodivergence is an umbrella term for the non-dominant ways that the brain can be organised. It includes conditions, such as autism, dyslexia or a highly sensitive personality. The central idea of the neurodiversity movement is to stop pathologizing these conditions, trying to treat them and instead try to accommodate them. Juliana Waloschek followed on that by highlighting the key difficulties of neurodivergent students. These include balancing the workload and student life, and too many stimuli. Then, Waloschek spoke briefly about the Sunflower community that she founded. It was created to generate a sense of community among neurodivergent students or other students who face additional challenges, prevent loneliness and social exclusion and to share insights and resources among each other. 

Accommodation 

What can the university do to better accommodate neurodivergent students and meet their needs?  Waloschek started by suggesting introducing more low-stimuli environments on campus. She praised Radboud Sports Centre for introducing a specific low-sensory time in the university gym, however, they should be made more accessible, as at the moment they are only available very early in the morning. Furthermore, Waloschek argued that making online lectures available can be very helpful for many neurodivergent students who might be underperforming in a class consisting of many people. Here, again, she argued for extending already existing accommodations, as right now, in order to access online lectures, you need to provide a medical diagnosis of your condition. 

De Bruin then distinguished between two types of solutions we should consider. First, he assessed that “there are many low-hanging fruits when it comes to accommodation.” We can easily accommodate neurodivergence in some ways. These include raising awareness or lowering audio-visual stimuli. Regarding the proposal of making wider use of online classes, De Bruin remarked that while they may be beneficial to some students, on the teaching side, they are much less preferred, as they reduce the personal aspect of teaching. 

There is, however, a second, more structural layer to this issue. De Bruin hypothesised that our whole educational system is built for neurotypicality. The neurodiversity movement, therefore, challenges the fundamental assumptions and convictions we have about our educational system and teaching practices. De Bruin compared it with AI, in a way that they both challenge our views on traditional forms of educational materials, assignments and skills cultivated in education. If we are to tackle this dimension, the reform needs to go much deeper and be aimed at the system as a whole. 

Responsibility and resources

After addressing the central premises of the conversation, it turned towards analysing the issues of responsibility and resources. Waloschek stressed that she does not want to put the blame for the neurodivergent struggles on the university as an organisation or on particular people. She believes the problem to be knowledge distribution, rather than deliberate choices. She remarked, however, that it would be very beneficial to have at least a few study advisors or psychologists who are educated and familiar with the issues of neurodivergent people. 

Resources are a crucial issue, especially in current times, when the universities increasingly struggle financially. The question, which was articulated by De Bruin, then becomes whether the university should put resources into reenacting existing educational structures or should they be channelled for achieving new objectives, such as better accommodation of neurodivergence. De Bruin argued for the latter option, as unleashing the full potential of its students will ultimately benefit the university. However, in the future, because of the lack of resources, difficult decisions might need to be made.

Weakness or strength? 

After the conversation, Leijenhorst gave the audience the opportunity to ask questions. One audience member asked whether the university can create channels through which the strengths of neurodivergent people can shine, instead of just minimising the struggles that they face? In Waloschek’s opinion, this will happen naturally when the accommodation is expanded, and the university becomes even more accessible to neurodivergent students. De Bruin agreed, however, he remarked that “there are situations when there is suffering without superpowers.” We cannot forget that some cases of neurodivergence bring much more harm than benefits. The university should do everything in its power to reduce the harms and enhance the strengths of neurodivergence. 

Announcement

ADHD, autism, dyslexia, giftedness, and high sensitivity. Some brains work differently than others. How and when should a university provide extra support to neurodivergent students and staff? Neurodivergence can bring challenges, as well as unique talents. Are there limits to what a university can facilitate? Come listen to philosopher Léon de Bruin and student Juliana Waloschek and join the discussion about neurodivergence on campus.

Growing number

A growing number of students and staff identify as neurodivergent. But when is someone neurodivergent? How can we create an inclusive campus where everyone’s unique characteristics and talents are welcomed? Psychology student Juliana Waloschek, for example, founded the ‘Sunflower WhatsApp community,’ an online student community for sharing resources regarding neurodiversity, disabilities and health challenges. To what extent should the university create more initiatives like this? 

Different needs

Being neurodivergent can mean a lot of different things. For some, it can mean it’s harder to navigate in an environment with a lot of stimuli. For others, it can mean getting distracted easily or needing a lot of stimulation to maintain focus. In short, neurodivergence is a term that can refer to many different needs. How can a university navigate that? Or is it a question of getting rid of the idea of a ‘typical brain’ all together? 

Philosopher of Mind Léon de Bruin will reflect on neurodivergence on campus in conversation with moderator Cees Leijenhorst. Afterwards, Juliana Waloschek will join to conversation. Come and ask your questions! 

About the speakers

Léon de Bruin is a philosopher of mind at Radboud University. He is interested in psychology, psychiatry and (cognitive) neuroscience. His recent research focusses on neurodiversity and embodied cognition.

Juliana Waloschek is a psychology student at Radboud University. She is the founder of the ‘Sunflower WhatsApp community,’ an online student community for sharing resources regarding neurodiversity, disabilities and health challenges.