Jindal School of Psychology and Counselling, O.P. Jindal Global University, Haryana, India; Centre for Neurodiversity Studies, O.P. Jindal Global University, Haryana, India
Poornima Viswanathan
Jindal School of Psychology and Counselling, O.P. Jindal Global University, Haryana, India; Centre for Neurodiversity Studies, O.P. Jindal Global University, Haryana, India
Jindal School of Psychology and Counselling, O.P. Jindal Global University, Haryana, India; Centre for Neurodiversity Studies, O.P. Jindal Global University, Haryana, India
The concept of neurodiversity embraces the idea that there are many different ways of perceiving, thinking about and responding to the world around us. Yet, many countries – including India, with its vast population – still struggle with this concept. Societal perceptions and stereotypes surrounding neurodiversity, often fuelled by ignorance and misinformation, contribute to the marginalisation and exclusion experienced by neurodivergent individuals. This article discusses the challenges and opportunities that neurodivergent students in Indian higher education face, highlighting the urgent need for systemic change to co-create a more inclusive and equitable learning environment.
