Neurodiversity at the University of Vaasa: Diversity enriches the learning environment

The word "neuro" refers to the nervous system and brain function. The concept of neurobiome refers to the diversity of brain function, which can manifest itself in different ways of responding to stimuli, perceiving, perceiving, learning and interacting with other people. Neurobiome has traditionally referred to abnormalities in brain function, usually diagnosed as disorders such as ADHD, reading disability or autism spectrum disorder. They are disorders when they significantly interfere with life. At the same time, they can be superpowers when we understand how to exploit them.

– We at the University of Vaasa want to recognise and value these traits as part of our diversity, says Heini Pensar, University Lecturer in Management.

Pensar works at the University of Vaasa not only as director of the Master's programme and as a teacher, but also as the face of neurodiversity in educational institutions and in working life.

Neurodiversity has probably not really increased, although there is more talk and more information available on the subject. Perhaps it is precisely because of the increased amount of information that more and more people are recognising the traits in themselves. The symptoms may manifest themselves as difficulties in learning, concentrating or perceiving social situations.

– Our society also places us in a situation of constant information overload and demanding environments. This is when neurotypicalities are more likely to emerge.

Studies show that up to 10 per cent of university students today experience learning difficulties. Learning disabilities have been identified as one of the most common disabilities among tertiary students.

–  This is hardly surprising, as studying at university involves a lot of reading, writing, timed exams, concentration and sitting still.

Concentration and sedentary tasks can be particularly challenging for neurological students. Concentration difficulties, reading and writing challenges, stress and sensory overload can make studying difficult.

"Something that comes easily to others can be surprisingly difficult for you, raising the question: 'What's wrong with me?'"

It is these experiences that Pensar wants to influence through her work. Pensar's most important task is to make students feel capable and accepted for who they are.

– I don't want students to be alone with their thoughts or to feel strange and different. Many times I will say to a student who comes to me struggling with everyday life management, "oh my goodness, this is normal".

Help and support is available

Pensar is currently studying to become a neuropsychological coach. This training gives him the tools to offer support to those struggling with neurodiversity issues.

For example, if studies seem to be piling up, students at the University of Vaasa can book a free coaching session without a diagnosis being required. The meeting will take stock of the challenges the student is experiencing and identify whether there may be something else in their life that is also causing a blockage in their studies.

– Sometimes a student and I have gone together to meet with the teacher to find out why a course is not going well. We have always been able to find solutions. Sometimes the solution is that it is probably best to postpone the course to a later date. Or if there are different ways of doing the course, the most suitable one for the student can be considered.

It is important to recognise that neurodiversity can affect learning and therefore it is important to provide the right kind of support. Teachers at the University of Vaasa have been trained to produce accessible lecture material and have been instructed on how to break up lectures.

– In my opinion, the course should offer alternative ways to complete the course when possible. For one person it is fine to read the course book on their own and take an exam, for another it is better to do weekly assignments and for a third it is best to do it with a friend or in a group.

If the studies seem to be stalling, the student is encouraged to make a low-threshold contact with a study psychologist or, if a diagnosis is needed, with FSHS (Finnish Student Health Service) specialists. Together with the professionals, they will identify where the challenges are occurring and what remedies might be available to alleviate them.

The FSHS carries out tests for reading and other learning difficulties in higher education students. However, you can also apply for reading tests through the Datero association. You can't go through the educational psychologist, but you can contact him or her if you suspect you have a learning disability and don't know how to proceed. Datero ry is a competence center that offers solutions to learning problems and is a partner of the University of Vaasa.

Students at the University of Vaasa can apply for individualised arrangements and forms of support to help them progress in their studies.

– A reading disability certificate can be used to obtain extra time for exams and assignments or other individual arrangements. It is also worth telling your thesis adviser about your reading disability so that he or she can take it into account in his or her work.

The best possible learning experience

The University of Vaasa was one of the first Finnish universities to organise neuro-friendly lectures and learning sessions. Pensar has applied this lecture concept to its own courses, while the open learning sessions have been carried out together with other enthusiastic teachers and tutors. These sessions have been open to all students and can be attended even without a formal diagnosis.

– You can come and do your own assignments or even a thesis. There is a sensory-friendly environment to encourage learning and support and help is available. There are also snacks to keep your brain going. For example, the staff at the Tritonia science library are happy to help with information needs.

A mind-friendly environment is a space that is stripped of the extra stimuli that can take their toll on concentration.

Pensar explains that the university is planning to add three new sensory-friendly spaces in the Fabriikki building. One is a dark room where you can rest and gather your thoughts while relaxing under a cushion. The second is a silent space with a colourful landscape that mimics nature and a projector that plays the sounds of nature to soothe the mind. A variety of materials and aids are used to promote relaxation and aid concentration and recovery. The third space is a fully soundproofed quiet working area.

– We want our students to have the smoothest and safest learning experience possible.

Neurodiversity enriches the university community

Pensar points out that different ways of thinking, learning and problem solving contribute to community creativity and innovation. Understanding and embracing neurodiversity opens up new perspectives.

For example, people diagnosed with ADHD are often associated with images of chaos, unreliability or are often perceived as troublemakers. Instead, they can be quick problem solvers and act as a driving force in a group.

– In the rescue sector, for example, they are in high demand because they do not get paralysed in stressful or tight situations - on the contrary, they can even be at their best in crisis situations.

However, exploiting these strengths requires adapting the environment. It is important that universities and workplaces support different learning needs and ways of working so that everyone can make the most of their potential.

– As funny as it sounds, sometimes having several things going on at the same time - scrolling through the phone, doing homework and watching TV - can even help with attention deficit disorder.

And neuro-friendly spaces don't hurt any of us anyway. That's the kind of information overload we live in today. Everyone benefits from brain restoration, but the means may vary.

– For some it may mean sitting alone in a dark room, for others it may mean reading scientific articles, and for others it may mean doing chores around the house. In Nepsy coaching, we aim to identify everyone's individual ways of strengthening their wellbeing. We start from the premise that students do not need to feel under pressure to become different. Instead, they can achieve their goals by building on their own strengths.