Neurodiversity Project

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The purpose of the project is to provide further support for Neurodivergent students at the ×îÐÂÌÇÐÄVlog of Adelaide.

  • Project Scope and Aims

    The Neurodiversity Project began as a result of an increase in registrations for neurological conditions such as, Specific Learning Disabilities (Dyslexia, Dysgraphia, Dyscalculia), Autism Spectrum Disorder (ASD) and Attention-Deficit / Hyperactivity Disorder (ADHD/ADD) and other forms of neurodivergence.

    One of the main outcomes of this project is to create a peer mentoring program for neurodivergent students that will pilot in January 2025. Mentors in the program will assist students who are neurodivergent with academic needs and transition into the university. Mentors will ideally be in the third year of their degree, an honours student, a HDR student or master's by coursework student. Further information on the responsibilities of mentors can be found below.Ìý

    Mentees will be currently enrolled students who will need to register with Disability Support and provide supporting documentation of their diagnosis from a medical professional in order to be eligible to join the pilot mentoring program. The supporting documentation and medical information provided from mentees as part of the registration through Disability Support will remain confidential.

    In addition to the above, the project aims to achieve the following:Ìý

    • EstablishÌýa Neurodivergent Hub web page thatÌýdirects neurodivergentÌýstudentsÌýtoÌýuniversity support services in oneÌýconvenient place.Ìý
    • Create additional resources for both staff and students related to neurodivergent learning.Ìý
    • Develop and run workshops for neurodivergent studentsÌýto assist with study skills and transition.Ìý
    • Raise further awareness of neurodiversity and hidden disabilitiesÌýon campus through events and workshops.Ìý
    • Collaborate with both professional and academicÌýstaff on the needsÌýof neurodivergent students.
    • Connect with studentsÌýon their experience as a neurodivergent personÌýthrough a student survey,Ìýand incorporate that feedback into the project aims.Ìý

  • When will the project launch?

    The pilot mentoring program for students with neurodivergent conditions will be launched in January 2025.Ìý

  • Neurodivergent Study Skills Workshop

    After a successful pilot, The ×îÐÂÌÇÐÄVlog of Adelaide’s Disability Support Neurodivergent Study Skill Workshops will beÌýrecommencing in Semester 1 2025.ÌýWorkshopÌýregistrations for 2025 are now open for currently enrolled students.ÌýThe workshops will be held in person on Tuesdays and Wednesdays with an online option now also available on Fridays.Ìý

    Workshop Registration and Materials

    The Neurodivergent Study Skills Workshops are facilitated by the Disability Support Project Officer Tiana Blazevic. Tiana is neurodivergent herself, and these workshops are taught from a neuro-affirming and strength based approach. The workshop activities incorporate critical reflection practices for students and each workshop discusses practical study strategies that neurodivergent students can incorporate into their studies. These workshops have also been designed with Higher Degree by Research students in mind and discuss specific strategies for HDR students. The workshops have either one or several worksheet activities for students to complete as well as templates for students to utilise.Ìý

    All students, no matter their diagnosis status, are welcome to attend these workshops. Unsure if you are neurodivergent? We encourage students to attend even if you are unsure or still figuring it out. Students are not required to participate in group discussions and alternative options are always available so that you can still participate in a way that is comfortable for you.Ìý

    If you would like to learn more about the workshops and our facilitator's approach, you can watch her webinar for the ×îÐÂÌÇÐÄVlogn Disability Clearinghouse on Education and Training below.Ìý

    Ìý

    : Serving as a reminder you are not alone - Building Community and Supporting Neurodivergent Students through Study Skill Workshops at The ×îÐÂÌÇÐÄVlog of Adelaide.Ìý

  • Neurodiversity Peer Mentors

    The ×îÐÂÌÇÐÄVlog of Adelaide's Disability Support Services welcomes students to become volunteer Neurodiversity Peer Mentors in 2025.Ìý

    One of the aims of this project is to create a peer mentoring program for Neurodivergent students at the ×îÐÂÌÇÐÄVlog of Adelaide. Neurodivergent conditions include; Specific Learning Disability (Dyslexia, Dysgraphia, Dyscalculia), Autism Spectrum Disorder (ASD) and Attention-Deficit / Hyperactivity Disorder (ADHD/ADD). Neurodiversity Peer MentorsÌýwill provide support to mostly first year neurodivergent students who have begun their studies at TheÌý×îÐÂÌÇÐÄVlog of Adelaide in 2025.ÌýÌý

    Responsibilities

    • Provide peer support to their mentees that relates to theirÌýtransition to university study. Ìý
    • Provide tips and strategies on how to manage study load and work-life balance. Ìý
    • Introduce their mentee to the wider campus culture and community, and encourage their mentee to attend campus events.
    • Show their mentee around campus and help to assist where possible withÌýwayfinding around campus. Ìý
    • Introduce their mentee to the various support services available on campus.Ìý

    Who can apply?

    • The applicantÌýmust be a current ×îÐÂÌÇÐÄVlog of Adelaide studentÌýwho hasÌýcompleted at least 1 year of university study.
    • Higher Degree by Research Students are encouraged to apply.Ìý
    • The applicant has lived experience of neurodivergence or a passion for equity, access, andÌýinclusion .
    • The applicant has some basic knowledge of neurodivergent conditions.
    • The applicantÌýhasÌýclear communication skills, well organised, an active listener, friendly and collaborative.

    Applications to become a volunteer Neurodiversity Peer Mentor for Semester 2 2025 will open in March.Ìý

  • Useful Articles and Resources

    ADHD/ ADDÌý

    • Bailey, A., Grotowski, M., & Bailey, S. (2023). Medical education: Accommodating students with ADHD.ÌýMedical Teacher,Ìý0(0), 1–6.Ìý

    • Craddock, E. (2024). Raising the voices of AuDHD women and girls: Exploring the co-occurring conditions of autism and ADHD.ÌýDisability & Society,Ìý0(0), 1–5.Ìý

    • Rosqvist, H. B., Hultman, L., Wiklund, S. Ö., Nygren, A., Storm, P., & Sandberg, G. (2023). ADHD in higher education and academia.ÌýCanadian Journal of Disability Studies,Ìý12(3), Article 3.Ìý

    Autism Spectrum Disorder

    • Davis, M. T., Watts, G. W., & López, E. J. (2021). A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education.ÌýResearch in Autism Spectrum Disorders,Ìý84, 101769.Ìý

    • Evans, D., Granson, M., Langford, D., & Hirsch, S. (2023). Autism spectrum disorder: Reconceptualising support for neurodiverse students in higher education.ÌýJournal of Higher Education Policy and Management,Ìý45(2), 243–257.

    • Weiting Tan, D., Rabuka, M., Haar, T., & Pellicano, E. (2023). ‘It’s a symbolic violence’: Autistic people’s experiences of discrimination at universities in ×îÐÂÌÇÐÄVlog.ÌýAutism, 13623613231219744.Ìý

    Learning DisabilitiesÌý

    • Alexander, D. A. (2024). The dyslexic academic: Uncovering the challenges faced as neurodiverse in academia and establishing a research agenda.ÌýDisability & Society,Ìý0(0), 1–6.

    • ÌýSchabmann, A., Eichert, H.-C., Schmidt, B. M., Hennes, A.-K., & Ramacher-Faasen, N. (2020). Knowledge, awareness of problems, and support: ×îÐÂÌÇÐÄVlog instructors’ perspectives on dyslexia in higher education.ÌýEuropean Journal of Special Needs Education,Ìý35(2), 273–282.

    • Wang, E. Q., & Piper, A. M. (2022). The Invisible Labor of Access in Academic Writing Practices: A Case Analysis with Dyslexic Adults.ÌýProceedings of the ACM on Human-Computer Interaction,Ìý6(CSCW1), 120:1-120:25.

    Universal Design Learning and NeurodiversityÌý

    • Rosqvist, H. B., Chown, N., & Stenning, A. (Eds.). (2020).ÌýNeurodiversity Studies: A New Critical ParadigmÌý(1st ed.). Routledge.Ìý

    • Hamilton, L. G., & Petty, S. (2023). Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis.ÌýFrontiers in Psychology,Ìý14.

    • Couzens, D., Poed, S., Kataoka, M., Brandon, A., Hartley, J., & Keen, D. (2015). Support for Students with Hidden Disabilities in Universities: A Case Study.ÌýInternational Journal of Disability, Development and Education,Ìý62(1), 24–41.Ìý

    General Reading & Lived ExperiencesÌý

    • ​â¶Ä‹Beardon, L. (2023).ÌýWhat Works for Autistic Adults. Sheldon Press.
    • Griggs, K. (2021).ÌýThis Is Dyslexia. Ebury Digital.
    • Middleton, E. (2023).ÌýUNMASKED: The Ultimate Guide to ADHD, Autism and Neurodivergence. Penguin Life.
    • Moriah, C. (2022).ÌýI am Autistic: An interactive and informative guide to autism. Allen & Unwin.
    • Moriah, C. (2023).ÌýThis is ADHD. Allen & Unwin.
    • Nerenberg, J. (2020).ÌýDivergent Mind: Thriving in a World That Wasn’t Designed for YouÌý(Reprint edition). HarperOne.
    • Price, D. (2022).ÌýUnmasking Autism: The Power of Embracing Our Hidden Neurodiversity. Monoray.
    • Silberman, S., & Sacks, O. (2015).ÌýNeuroTribes: The legacy of autism and how to think smarter about people who think differently. Allen & Unwin.
    • Wharmby, P. (2023).ÌýUntypical: How the world isn’t built for autistic people and what we should all do about it. Mudlark.

    Please note that the above list of articles will be updatedÌýperiodically.Ìý

white woman with long black hair and sunflower lanyard

Disability Support Project Officer

Tiana Blazevic is the Disability Support Project Officer and coordinator of the Neurodiversity Project. There are currently a range of neurodiversity supports being developed at The ×îÐÂÌÇÐÄVlog of Adelaide.ÌýIf you wish to learn more about these developments and initiatives for staff and students, please inquire with the Project Officer.Ìý