{"id":{"repo_id":"cambridge","oai_identifier":"oai:www.repository.cam.ac.uk:1810/375102"},"canonical_url":"https://search.dev.ndltd.org/etd/cambridge/oai:www.repository.cam.ac.uk:1810/375102","repository":{"repo_id":"cambridge","name":"Cambridge University","base_url":"https://api.repository.cam.ac.uk/server/oai/request"},"display":{"title":"Neurodiversity and Learning Engagement in Higher Education","abstract":"Neurodivergent learners often experience lower academic outcomes, greater drop out rates and poorer wellbeing than their neurotypical peers. Through a neurodiversity lens, this thesis explores the strengths and challenges associated with being a neurodivergent learner. Quantitative and qualitative research methods are adapted to focus attention on the extent to which the learning environment meets the needs of neurodivergent learners, drawing on social models of disability and universal design for learning. Part I focuses on establishing robust conceptualisations of inclusion for neurodivergent learners with a particular focus on autistic students. The literature on autistic learners’ experiences are systematically explored in both mainstream schools and higher education contexts. The Research Domain Criteria are used to map the relevant domains against which the coverage of the existing literature is evaluated. The experiences of neurodivergent learners in higher education are further explored by reviewing the literature on students with ADHD. Part II proposes a new framework for learning engagement adapted to neurodiversity approaches, taking this as the starting point for the development of a new research instrument. The methodological considerations for taking a neurodiversity approach to inclusion research are explored in depth, then the development and validation of a novel measure of engagement with learning activities (MELA) with data from a total of 213 participants (including 86 autistic) across 3 phases of data collection is presented. Part III is concerned with using MELA to explore students’ experiences of their learning activities. Firstly, results from MELA are explored to compare the learning experiences of 113 neurodivergent (73F, 25M, 15N) and 62 neurotypical (31F, 30M,1N) students. Then, the experiences of 16 autistic students (11F, 3M, 2N) are further probed by carrying out interviews exploring their experience of their learning as undergraduates and the way in which they experience deep engagement or ‘flow’. Finally, a range of standard measures are used alongside MELA to further explore the characteristics of 101 learners (64F, 30M, 7N), including 30 autistic, 28 ADHD, and 38 with anxiety. Cluster analysis is used to propose meaningful alternatives to existing diagnostic groups. Associations between neurodiversity characteristics and the experience of engagement are then considered. Overall, this thesis makes a valuable contribution to our understanding of neurodivergent students’ experiences of their learning in higher education and where barriers to inclusion can manifest. It also provides an innovative new tool that can be used in a range of research contexts, as well as a model for how to adapt existing frameworks and existing measures from a neurodiversity perspective. 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The Research Domain Criteria are used to map the relevant domains against which the coverage of the existing literature is evaluated. The experiences of neurodivergent learners in higher education are further explored by reviewing the literature on students with ADHD. Part II proposes a new framework for learning engagement adapted to neurodiversity approaches, taking this as the starting point for the development of a new research instrument. The methodological considerations for taking a neurodiversity approach to inclusion research are explored in depth, then the development and validation of a novel measure of engagement with learning activities (MELA) with data from a total of 213 participants (including 86 autistic) across 3 phases of data collection is presented. Part III is concerned with using MELA to explore students’ experiences of their learning activities. 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It also provides an innovative new tool that can be used in a range of research contexts, as well as a model for how to adapt existing frameworks and existing measures from a neurodiversity perspective. 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