The WISE Room: An Innovative Multisensory Space for Self-Regulation and Immersive Support for Neurodivergent Students
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| Title: | The WISE Room: An Innovative Multisensory Space for Self-Regulation and Immersive Support for Neurodivergent Students |
|---|---|
| Language: | English |
| Authors: | Tor Alexander Bruce (ORCID |
| Source: | British Journal of Special Education. 2025 52(3):367-378. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Neurodevelopmental Disorders, Well Being, College Students, Foreign Countries, School Space, Innovation, Inclusion, Students with Disabilities, Student Experience |
| Geographic Terms: | United Kingdom (Newcastle upon Tyne) |
| DOI: | 10.1111/1467-8578.70020 |
| ISSN: | 0952-3383 1467-8578 |
| Abstract: | The evolving landscape of higher education necessitates a nuanced approach to accommodating the diverse needs of neurodivergent students, including those identifying as having autism, dyslexia, dyspraxia, attention deficit hyperactivity disorder, dyscalculia or Tourette's syndrome. Traditional settings often fail to provide adequate support, with measures implemented without consulting those directly affected. This can lead to conditioned apologetic behaviour, thoughts of withdrawal from education and diminished student well-being. Recognising this gap, the well-being in student education (WISE) room was conceptualised to offer a tailored space conducive to neurodivergent students' academic journey. Given that approximately 20% of students within the Faculty of Health and Life Sciences at Northumbria University identify as neurodivergent, this explorative study examines their perspectives on shaping an inclusive environment. Using workshops and an in-situ trial involving 18 neurodivergent students as experts by experience, we coalesced individual insights with communal aspirations. Thematic analysis of the qualitative data revealed the key factors influencing the creation of an inclusive digital environment. Findings highlight a pervasive sense of disconnection among neurodivergent students due to the lack of dedicated spaces, exacerbating feelings of marginalisation and impeding integration into campus life. A one-month reflective follow-up revealed optimism and appreciation for efforts towards inclusiveness. This study contributes to broader discussions about accessibility in higher education. By foregrounding neurodivergent perspectives, initiatives like The WISE Room hold promise for fostering equitable educational environments. Our findings raise critical questions about providing accessible spaces that truly meet the needs of neurodivergent students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483113 |
| Database: | ERIC |
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