Neurodiversity-andragogy-inclusion: A paradigm in university education

Abstract

Andragogy, as a science of adult education, offers essential principles for the effective inclusion of neurodiverse students in university. By integrating self-direction, prior experience, and adult motivation with the neurodiversity paradigm, an inclusive andragogy emerges that values ??neurological differences. Félix Adam's postulates, based on participation, horizontality, and flexibility, are crucial. These principles foster autonomy, creativity, and critical thinking in neurodiverse students, allowing them to manage their learning and express their diverse ways of thinking. Horizontality between facilitator and participant breaks down hierarchies, promoting empathy and recognition of individual worth. Pedagogical flexibility adapts methodologies and assessments to different ways of learning. Recognizing and valuing the unique backgrounds of neurodiverse students enriches the teaching-learning process. An inclusive andragogy transforms perceived weaknesses into strengths. It is essential that academic institutions and facilitators develop a "neurodiverse perspective," making methods flexible, offering multiple formats of materials, and promoting collaboration. Ultimately, inclusive andragogy does not seek to "normalize" but rather to enhance the unique capabilities of each student, creating a transformative and accessible educational environment that celebrates neurodiversity as a valuable asset in the university community.