Examining the Needs of Neurodiverse Social Work Students: Identifying Barriers and Creating Solutions

Overview: This workshop will focus on neurodiverse social work students and the ability of neurodiverse students to access educational opportunities here in the United States and globally. The affects of racial injustice, equity and access to support services will be discussed, as well as how social workers are addressing these disparities.Proposal text: Each year the number of students with autism spectrum disorder and other learning disabilities seeking admission to colleges and universities increases (Austin & Pena, 2017). While this is viewed as a major step forward by those in the neurodiversity community, it presents unique challenges. This workshop will address how neurodiverse students, especially neurodiverse students of color, can have improved access to educational opportunities both here in the United States and globally. In addition, we will address how this student population can be supported throughout the educational process to successful degree completion.

The research demonstrates that students with some type of a learning challenge, due to either a developmental or learning disability will find achieving in the university environment more challenging. For example, the research shows that. “Students with ADHD are at an increased risk for numerous educational and psychosocial difficulties” (Anastopoulos, Langberg, Eddy, Silvia, & Labban, 2017, p. 27). Knowing that students with disabilities face obstacles during their college careers, provides an opportunity for college and university faculty to take a proactive approach to increase the likelihood that these students will be successful.

Students with disabilities encounter academic and social challenges when entering higher education. First time college students with special needs must learn how to proactively reach out and interact with their school’s disability office. As young adults, these students are often managing their educational needs for the first time. In addition, students with disabilities may face social challenges as they engage with their new social environment. Students of color who have disabilities are at even higher risk for failing in college. A study by Banks of Howard University found that “while greater access to post-secondary education has increased for many individuals with disabilities, the benefits of college degree completion remain unrealized for many African American students with learning disabilities" (Banks, 2019, p. 305). Studies have demonstrated that most faculty are committed to and invested in seeing this population succeed (Banks, 2019). The difficulty often lies in the fact that faculty are not themselves familiar with these disabilities and are not sure how they can provide support and assistance.

This workshop will provide participants with the most current research on the disparities and challenges faced by neurodiverse students of color nationally and globally when they pursue a higher education degree. Participants will learn how professionals working with this population can utilize a strengths-based perspective and strengths-based language to address barriers and demonstrate the academic potential of this population. In addition, participants will be provided with interventions to help them support neurodiverse students of color in the higher education environment. Participants will be taught techniques for advocating for the inclusion of neurodiverse students. Many faculty and other professionals working with this population will learn that with training, awareness of resources and services, and a knowledge of interventions, they can become an advocate and a part of the solution, which will result in more neurodiverse students graduating with higher education degrees.