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This study examines how Neurodivergent undergraduates experience higher education, highlighting neurotypical perspectivelessness, the assumption that Neurotypical norms are neutral and universally shared, which reproduces epistemic marginalisation. Participants described how institutional structures and interactions positioned Neurodivergent ways of thinking, sensing, and communicating as abnormal, while also enacting neuroqueered praxes that reveal their embodied expertise. The study reframes Neurodivergent struggle as a systemic issue rather than an individual deficit and calls for dismantling Neurotypical-centric frameworks to create more just and inclusive educational spaces.
This study examines how Neurodivergent undergraduates experience higher education, highlighting neurotypical perspectivelessness, the assumption that Neurotypical norms are neutral and universally shared, which reproduces epistemic marginalisation. Participants described how institutional structures and interactions positioned Neurodivergent ways of thinking, sensing, and communicating as abnormal, while also enacting neuroqueered praxes that reveal their embodied expertise. The study reframes Neurodivergent struggle as a systemic issue rather than an individual deficit and calls for dismantling Neurotypical-centric frameworks to create more just and inclusive educational spaces.
