“We had to book a larger space this year, for the first time since the Diversity Days got started,” noted Professor Irmgard Förster, Vice Rector for Equal Opportunity and Diversity, in her opening remarks at the event, attended by over 100 people, “so the relevance of this topic in higher education is evident. An estimated 15–20 percent of University staff and students are neurodivergent, yet everyone has to conform with the same, uniform learning standards.” The Diversity Days, she continued, were thus about educating and raising awareness around neurodiversity, disseminating practical guidance on dealing with those affected.
Three expert talks were given on day one of the event devoted to illuminating the subject from societal, scientific and activist angles in which personal experiences of individuals with neurodivergence were also shared. Céline Bartholomaeus (Kritik & Kreppband) was moderator, who professionally and skillfully segued from one talk to the next in a lively and discrimination-sensitive fashion, incorporating questions from the audience.
Neurodivergence: highly stigmatized at universities
The event opened with a talk entitled “Who defines normal?—Neurodivergence Situated Between Pathology, Paradigm Shift and Inclusion” given by diversity trainers Maren Frank and Jessica Stazzone Manazza, who discussed how neurological differences can be understood as an aspect of human diversity rather than a deficit: “Neurodiversity is a deviation from the norm; it is by definition neither better nor worse.” In addition to covering the broad spectrum of neurodivergent manifestations, structural barriers facing neurodivergent individuals especially in the education system were also addressed. The dropout rate, for example, is significantly higher than for neurotypical people. The speakers explored how “neurodivergence is heavily stigmatized and made taboo in the higher education context in particular,” emphasizing how neuroinclusion, rather than meaning adapting people to existing systems, is all about changing the systems themselves to eliminate barriers.
The next speaker was Professor Alexandra Philipsen, who is Director of the Clinic and Policlinic for Psychiatry and Psychotherapy and Deputy Medical Director at the University Hospital Bonn (UKB), and has been conducting research on attention deficit and hyperactivity disorder (ADHD) for over 25 years now. Her talk entitled “ADHD in Adulthood: Challenges and Opportunities” provided insights around the clinical definitions of ADHD, diagnostic pathways and the latest findings regarding causes and prevalence. “At least 2.5 percent of the population has ADHD,” Philipsen explained. Contrary to long-held popular belief, ADHD was not a childhood condition that one simply “outgrows.” Professor Philipsen also talked about ways how affected individuals can better manage their lives day-to-day and get additional support beyond medication, through psychoeducation and psychotherapy, for example.
University life is fraught with many obstacles for autistic people
Day one of the event was rounded out by a presentation by DEIB (Diversity, Equity, Inclusion and Belonging) consultant Beccs Riley, founder of the organization Minzgespinst. In a talk entitled “Superpower, Subclinical, Studies: Autism in Higher Education,” Riley explored neurodivergence from an activist perspective, integrating their own personal experiences, and explored university responses to the fact that autistic people perceive, learn and communicate differently than the neurotypical majority. Many aspects of university life present major challenges for autistic people: self-organized learning, independent structuring of their day, block seminars that disrupt their established routine or sensory overload in courses. Riley advises neurodivergent individuals to ask themselves two questions: What exhausts me? And where can I get help? For Riley themselves, switching from in-class to distance learning has proven a successful strategy.
Practical workshops were held on day two of the event to explore the content presented in greater depth. The day kicked off with a workshop entitled “Autism in the university context: Different operating systems, same rights,” which was aimed primarily at students. In the workshop, Beccs Riley led participants through an exploration of autistic perception and the barriers autistic people face in their studies, discussing potential solutions to enable their equal participation in university life.
Autism-sensitive communication in teaching and counseling
How could day-to-day communication at university be made more understandable, supportive and useful for students with autism? This question was the subject of a parallel workshop for counselors and teachers, where consultant, coach and systemic therapist Alexandra Harth explained practical approaches to neurosensitive communication. The idea is to address challenging situations arising in teaching and counseling contexts by leveraging clear and reliable conversational structures.
To conclude the Diversity Days, activists involved in Disability and Mad Pride Bonn held a special reading. Two contributing authors and the editors of the book “Behindert und Verrückt – Jetzt reden Wir!” (“Disabled and Mad—Now Hear This!”) read from the work, in which members of the CIMND* community (Chronically Ill, Mad, Neurodivergent, Deaf and Disabled) have written about their lives, their diagnoses and their experiences with ableism and community. The reading represents an embodiment of the rallying cry “Nothing about us without us!” embedded within the UN Convention on the Rights of Persons with Disabilities. Through non-fiction, stories, poems and drawings the book conveys how important visibility, accessibility, empowerment and structural change (above all) are to affected individuals.
Neurodivergent-friendly Diversity Days
In organizing the Diversity Days, the Vice Rectorate for Equal Opportunity and Diversity and the Equal Opportunity and Diversity Unit paid particular attention to ensuring that the event was as barrier-free and neurodivergent-friendly to attend as possible. Varied seating options were offered as well as quiet spaces and fidget toys for stress reduction and better concentration. An awareness team also was on hand, and interpreting into German Sign Language and into English was provided to make the event as accessible as possible to the public.
