Artículos académicos Able or disabled: why should neurodiverse students experience improved access to public universities? An exploratory study

Able or disabled: why should neurodiverse students experience improved access to public universities? An exploratory study

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Autoría

Año de publicación

2024

Palabras clave

Neurodiversity, universities, Stakeholder theory, Educators, Egypt

Título en español

Capaces o discapacitados: ¿por qué los estudiantes neurodiversos deberían experimentar un mejor acceso a las universidades públicas? Un estudio exploratorio

Abstract

Purpose

This paper aims to answer the question: To what extent should neurodiverse students experience improved access to public universities in Egypt and why?

Design/methodology/approach

A systematic qualitative research method was used with data collected through semi-structured interviews with 44 educators in four universities in Egypt. A thematic approach was implemented to analyze the collected data.

Findings

The addressed educators believe that greater representation of neurodiverse students in their schools should be a priority for the following four reasons: first, neurodiverse students represent a promising new market segment schools could benefit from; second, recruiting more neurodiverse students represents a chance for schools and faculties to prove the social role they can undertake; third, schools can benefit from the unique skills many neurodiverse students have, particularly in mathematical and computational skills; and fourth, the greater the representation of neurodiverse students, the more research projects and funding opportunities educators can obtain.

Originality/value

This paper contributes by filling a gap in diversity management, higher education and human resources management in which empirical studies on the representation of neurodiverse individuals in public universities have been limited so far

Mohamed Mousa

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