Neurodiversity in Higher Education: the students experience

Abstract

Based on the theory of constructivism, the narrative synthesis was oriented towards understanding the university experience of neurodiverse students, as well as how the institution responds to their specific learning needs. Articles on the theme, published in Spanish, were included. Results demonstrate that the term neurodiversity is under the appropriation process and that students suffer silently the lack of support for specific learning needs, which is related to a lack of an early diagnosis, the fact that students hide their neurodiverse condition, the lack of proper legislation, and the existent focus on disability rather than on neurodiversity.