Neurodiversity Digital Resource Library
Over the last couple of years I have been working away (part-time) on my PhD , considering to what extent education promotes flourishing and how we can reimagine broader equity goals for neurodiverse young people transitioning into adulthood.
I am using a comparative study approach to explore to what extent education promotes flourishing and how we can reimagine broader equity goals for neurodiverse young people transitioning into adulthood.
Despite international efforts to promote inclusive education, as advocated by UNESCO (2005), many neurodiverse young people continue to experience inequities within education systems that are predominantly structured for neurotypical learners (Armstrong, 2017). These inequities are reflected in the lack of individualised support for students with conditions such as autism, ADHD, and dyslexia, which can result in poor educational outcomes and hinder the development of essential life skills (Runswick-Cole & Hodge, 2009). Traditional education models often fail to accommodate neurodiverse learning styles, marginalising these students and exacerbating disparities in access to resources, opportunities, and social integration (Slee, 2011).
In both Scotland and Denmark, educational policies have made strides toward inclusive practices. For example, Scotland's Additional Support for Learning Act (2004) provides a framework for ensuring that children with additional needs receive the support required to thrive in school. Similarly, Denmark’s Folkeskole system, known for its inclusive education approach, places emphasis on the inclusion of students with special needs (Egelund, 2000). However, implementation gaps remain, and many neurodiverse students face significant barriers as they transition from formal education into adulthood, including inadequate preparation for employment, social isolation, and challenges in accessing support services (Florian & Spratt, 2013; Bjørnsrud & Nilsen, 2019).
In both Scotland and Denmark, educational policies have made strides toward inclusive practices.
This research aims to explore how education systems in Scotland and Denmark promote flourishing for neurodiverse young people by reimagining broader equity goals. Through a comparative lens, it will examine the policies, practices, and lived experiences that shape the transition to adulthood for neurodiverse individuals.
By addressing the persistent inequities in current educational systems, this research seeks to provide insights into how education can better support the flourishing and well-being of neurodiverse students as they navigate the challenges of adulthood. The potential impact of this research extends across multiple dimensions, including its contribution to social justice and inclusion.
The potential impact of this research extends across multiple dimensions, including its contribution to social justice and inclusion.
By exploring both conceptual changes (in ideas) and instrumental changes (in practices), this research will seek to influence not only academic discourse but also educational policies and practices. To maximise the impact, a strategic approach will be adopted, involving the following actions:
1. Engaging end users, such as policymakers and practitioners, through various media, including social media, blogs, and dissemination seminars.
2. Forming active partnerships with non-academic entities, such as national charities and government education departments.
3. Disseminating findings through presentations at key conferences, such as the European Conference for Educational Research.
4. Publishing findings in peer-reviewed academic journals, such as the International Journal of Inclusive Education, British Journal of Inclusive Education, the Journal of Learning Disabilities, and the Journal of Positive Psychology.
As part of my PhD journey, I have created the Neurodiversity Digital Resource Library, a key practical output designed to bridge the gap between academic research and real-world application. My goal in developing this resource is to ensure that the insights I uncover through my research are accessible and actionable for educators, parents, and professionals working with neurodiverse young people. Research often remains confined to academic journals, but I wanted to ensure that my work could make a tangible difference in the lives of those who need it most.
The Neurodiversity Digital Resource Library brings together resources from my research and professional networks, offering evidence-based strategies and practical tools aimed at enhancing both educational and social outcomes for neurodiverse individuals. This dynamic, user-friendly platform provides a wide variety of resources, including books, websites, podcasts, videos, and other digital materials. Designed to be easily navigable, the library allows users to filter content by resource type and neurodiversity, ensuring it remains as inclusive and practical as possible for everyone.
The Neurodiversity Digital Resource Library brings together resources from my research and professional networks, offering evidence-based strategies and practical tools aimed at enhancing both educational and social outcomes for neurodiverse individuals.
The resource library is not a static tool. It is a living, evolving platform that will continuously be updated throughout the course of my PhD and beyond. This ensures that the library remains relevant and up-to-date, incorporating the latest research, strategies, and resources as they become available. By curating and organising these resources in an accessible way, I hope to empower those working with neurodiverse young people to foster greater inclusion, understanding, and meaningful support.
Recently, I have officially launched the Neurodiversity Digital Resource Library, and I’m excited to see how it will evolve and grow. My hope is that this library will not only serve as a practical tool during my PhD but will also have a lasting impact on the way we approach neurodiversity in education and society. Through this resource, I aim to ensure that the knowledge gained from my research can have a positive, lasting effect on neurodiverse individuals and those supporting them, contributing to a more inclusive and understanding world.
The Neurodiversity Digital Resource Library includes books, websites, podcasts, video recordings and other documents that are accessible electronically. This Digital Resource Library is built with the ability to filter content according to resource type and neurodiversity. It will continuously be updated and added to throughout my PhD and beyond.
