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The pilot mentoring program for students with neurodivergent conditions will be launched in January 2025.Ìý

The Disability Support Unit and the Writing Centre will be hosting a series of workshops in Semester 2 of 2024 for neurodivergent students. These workshops are part of a collaborative effort between our two units to support neurodivergent learners at The ³ÉÈË´óƬ.These workshops are designed specifically for neurodivergent learners at all levels of their study and focus on academic study skills, executive function, and neurodiversity awareness.

All students, no matter their diagnosis status, are welcome to attend these workshops. Unsure if you are neurodivergent? We encourage students to attend even if you are unsure or still figuring it out. Students are not required to participate in group discussions and alternative options are always available so that you can still participate in a way that is comfortable for you.Ìý

Students must register their interest to secure their place as room capacity is limited. However, if you notice that there are limited spaces or no spaces available, you can also email the Project Officer Tiana Blazevic with a request to attend.Ìý

Workshop Registrations

The Neurodivergent Study Skills Workshops are facilitated by the Disability Support Project Officer Tiana Blazevic. Tiana is also an Academic Learning Advisor at the Writing Centre and she has worked with Neurodivergent students in a one-on-one capacity since 2020. The workshop materials are released weekly and below are the themes of each workshop.Ìý

• July 23rd: Introduction to Neurodiversity and Self-Advocacy
• July 30th: Time Management and Organisation
• August 6th: Creating a Conducive Study Environment
• August 13th: Note-Taking Strategies
• August 20th: Reading and Comprehension Skills
• August 27th: Understanding and Managing Executive FunctionÌý
• September 3rd:ÌýMemory Techniques and Retention
• September 10th: Writing Skills and Overcoming Writer's Block
• October 1st: Research Skills and Using the Library
• October 8th: Drafting and Revising Written Work
• October 15th: Presentation Skills and Public Speaking Skills
• October 22nd: Stress Management and Self CareÌý

Workshop MaterialsÌý

Here is where you can find details of events, activities, and past webinars that are related to the Neurodiversity Project.Ìý

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We welcome the ³ÉÈË´óƬ students to become Neurodiversity Mentors in 2025.Ìý

The purpose of this project is to create a mentoring program for Neurodivergent students at the ³ÉÈË´óƬ. Neurodivergent conditions include; Specific Learning Disability (Dyslexia, Dysgraphia, Dyscalculia), Autism Spectrum Disorder (ASD) and Attention-Deficit / Hyperactivity Disorder (ADHD/ADD).

This group of mentors will provide support for first year neurodivergent students who have begun their studies at theÌý³ÉÈË´óƬ in 2025Ìýand become key contacts for their neurodivergent mentees. Mentors will meet their mentees at four critical points in the semester and be a point of contact for the mentee to refer to when they are in need of resources, direction to key services, and introductions to the university community. Neurodiversity Mentors will be welcomed into the Student as Leaders Network.This network includes access to further professional development workshops and connects you with over 400 other student leaders.

Responsibilities

• Provide support to their mentees that relates to study and their mentees transition to university. Ìý
• Provide tips and strategies on how to manage their mentees study load and work-life balance. Ìý
• Introduce their mentee to the wider campus culture and community and encourage their mentee to attend campus events.
• The mentor is required to undergo 3 hours of in-person training prior to meeting their mentee.Ìý
• Show their mentee around campus and help to assist with wayfinding around campus. Ìý
• Introduce their mentee to the various support services available.Ìý

Who can apply?

Applicants must be current university students who have completed at least 1 year of university;Ìýhave lived experience of neurodivergence or a passion for equity and inclusion of neurodiverse people; some basic knowledge of neurodivergent conditions is required. Applicants must have clear communication skills, well organised, an active listener, friendly and collaborative.

Applications to become a Neurodiversity Mentor for Semester 1 2025 are now closed.Ìý
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The Student Wellbeing Advisory Group Sub-Committee on Neurodiversity (NSC) is aÌýcollaboration between Disability Support and the Student Health and Wellbeing team. The NSC members assist both the Disability Support Unit and the Student Health and Wellbeing team inÌýinitiatives related to neurodiversity student support, the creation ofÌýneuro-inclusive study spaces, and neuro-affirming student events.Ìý

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Hi, I’m Oggy , I have returned to university after having received a diagnosis for ADHD, this was a major life changing event for me as I had always thought of myself as being different and it had caused me difficulties at times which I often brushed off to other factors including discipline and motivation, after receiving a diagnosis and access to help and support to overcome challenges I was confident to return to study with a desire to use my experience and new learning to help others. Outside of study and my involvement in this project I enjoy the performing arts, film, and theatre, and I am always happy to chat about any topic.

Hi, I'm Janani, my thought on neurodiversity is that it gives a glimpse into how every individual views an object and how they comprehend it and think differently. In simpler terms, it's all about how unique a person's brain works. I think many don't even know the meaning of neurodiversity which is quite concerning. I'm more than willing to learn and help spread awareness about neurodiversity and build a support system for the people who are experiencing neurodiversity.

Hi, my name is Chris. I'm studying psychology and am passionate about mental health and wellbeing. As a neurodivergent individual, I am interested in practices like yoga, mindfulness, and fostering connection through community. In a world that's changing faster than ever, I believe we need to rediscover what it means to be human and nurture it to create a more inclusive and equitable future.

Hi, my name is Melanie and I am currently studying a Bachelor of Psychological Science while majoring in Philosophy. I am passionate about wellbeing because I believe that it is the central indicator of our daily lives, functions, and activities; hence, it is important that we learn healthy, sustainable and individualized ways to maintain our wellbeing and to cope when faced with various life challenges. I am also highly interested on the influence of biological processes towards psychological processes. In my free time, I enjoy going on cafe hoppings with a book, and doing comic illustrations.

Hi, I'm Alex, I am an adult diagnosed AuDHD student, with a background in Music Production and Audio Engineering. I am currently completing My PhD is in Sonic Art. I am passionate about sharing my experience and sensitivity to many of the unvoiced struggles that all students face.

My name is Fiona, and I'm studyingÌýthe Bachelor of Arts (Advanced) and planning to major in Psychology.Ìý I'm interested in supporting wellbeing holistically and have a special interest in mental health and spirituality with livedÌýexperience in this area.Ìý I enjoy walking, swimming, doing crafts, learning German and catching up with friends and family.ÌýI hope to focus my professional life in the field of promoting wellbeing and providing support to others, in particular with disabilities and/or mental health conditions.

My name is Mohammad Mahmudul Islam Talukder. I am doing a Master of International Security and this is my final semester. I am from Bangladesh. When I first arrived here in Australia, I suffered from cultural and emotional shock. It was so severe that I was about to cancel my program and return back to my country but I survived. Through my experience, I realised how much important is to provide such support who is in need. That's why I am engaged with many type of volunteering activities. I love to travel and drive. I am also learning and practicing photography. Most importantly, Australia forced me to learn one important thing, cooking. Overall, I am enjoying my time here surrounded by so many beautiful minds.Ìý

Hello everyone! I'm Monnie, and I'm currently studying psychology, with a specific interest in neuropsychology and ageing. Alongside my academic pursuits, I'm actively involved in the Student Wellbeing Advisory group and also a part of the Neurodiversity sub-committee. I am passionate about supporting neurodiverse students and fostering an inclusive environment where every student feels valued and empowered to thrive. By working alongside the lovely committee members, I aim to create a safe and supportive space that addresses diverse needs and promotes growth for students. I also strongly believe that mental health forms the cornerstone of overall well-being, which fuels my passion for advocating for mental health awareness. Helping students throughout the unique challenges of university life is something I find deeply fulfilling. Outside of school and work, I also play volleyball and video games with friends. I also have two cats named Kai (3 years old) and Batman (5 months old), and they are my pride and joy! If you see me around, don't hesitate to say hi!

Hi, my name is Alyssa. As an autistic person I was excited to see this initiative as I believe it's really important to create environments that are more accessible and comfortable for neurodivergent people. I haven't felt like there's been a lot of support out there for neurodivergent people and I'd love to be able to contribute to making the university feel like a safer space for people like me. It can especially feel isolating, so I'm really glad this project is trying to break down some barriers and create new solutions.Ìý

ADHD/ ADDÌý

• Bailey, A., Grotowski, M., & Bailey, S. (2023). Medical education: Accommodating students with ADHD.ÌýMedical Teacher,Ìý0(0), 1–6.Ìý

• Craddock, E. (2024). Raising the voices of AuDHD women and girls: Exploring the co-occurring conditions of autism and ADHD.ÌýDisability & Society,Ìý0(0), 1–5.Ìý

• Rosqvist, H. B., Hultman, L., Wiklund, S. Ö., Nygren, A., Storm, P., & Sandberg, G. (2023). ADHD in higher education and academia.ÌýCanadian Journal of Disability Studies,Ìý12(3), Article 3.Ìý

Autism Spectrum Disorder

• Davis, M. T., Watts, G. W., & López, E. J. (2021). A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education.ÌýResearch in Autism Spectrum Disorders,Ìý84, 101769.Ìý

• Evans, D., Granson, M., Langford, D., & Hirsch, S. (2023). Autism spectrum disorder: Reconceptualising support for neurodiverse students in higher education.ÌýJournal of Higher Education Policy and Management,Ìý45(2), 243–257.

• Weiting Tan, D., Rabuka, M., Haar, T., & Pellicano, E. (2023). ‘It’s a symbolic violence’: Autistic people’s experiences of discrimination at universities in Australia.ÌýAutism, 13623613231219744.Ìý

Learning DisabilitiesÌý

• Alexander, D. A. (2024). The dyslexic academic: Uncovering the challenges faced as neurodiverse in academia and establishing a research agenda.ÌýDisability & Society,Ìý0(0), 1–6.

• ÌýSchabmann, A., Eichert, H.-C., Schmidt, B. M., Hennes, A.-K., & Ramacher-Faasen, N. (2020). Knowledge, awareness of problems, and support: University instructors’ perspectives on dyslexia in higher education.ÌýEuropean Journal of Special Needs Education,Ìý35(2), 273–282.

• Wang, E. Q., & Piper, A. M. (2022). The Invisible Labor of Access in Academic Writing Practices: A Case Analysis with Dyslexic Adults.ÌýProceedings of the ACM on Human-Computer Interaction,Ìý6(CSCW1), 120:1-120:25.

Universal Design Learning and NeurodiversityÌý

• Rosqvist, H. B., Chown, N., & Stenning, A. (Eds.). (2020).ÌýNeurodiversity Studies: A New Critical ParadigmÌý(1st ed.). Routledge.Ìý

• Hamilton, L. G., & Petty, S. (2023). Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis.ÌýFrontiers in Psychology,Ìý14.

• Couzens, D., Poed, S., Kataoka, M., Brandon, A., Hartley, J., & Keen, D. (2015). Support for Students with Hidden Disabilities in Universities: A Case Study.ÌýInternational Journal of Disability, Development and Education,Ìý62(1), 24–41.Ìý

General Reading & Lived ExperiencesÌý

• ​â¶Ä‹Beardon, L. (2023).ÌýWhat Works for Autistic Adults. Sheldon Press.
• Griggs, K. (2021).ÌýThis Is Dyslexia. Ebury Digital.
• Middleton, E. (2023).ÌýUNMASKED: The Ultimate Guide to ADHD, Autism and Neurodivergence. Penguin Life.
• Moriah, C. (2022).ÌýI am Autistic: An interactive and informative guide to autism. Allen & Unwin.
• Moriah, C. (2023).ÌýThis is ADHD. Allen & Unwin.
• Nerenberg, J. (2020).ÌýDivergent Mind: Thriving in a World That Wasn’t Designed for YouÌý(Reprint edition). HarperOne.
• Price, D. (2022).ÌýUnmasking Autism: The Power of Embracing Our Hidden Neurodiversity. Monoray.
• Silberman, S., & Sacks, O. (2015).ÌýNeuroTribes: The legacy of autism and how to think smarter about people who think differently. Allen & Unwin.
• Wharmby, P. (2023).ÌýUntypical: How the world isn’t built for autistic people and what we should all do about it. Mudlark.

Please note that the above list of articles will be updatedÌýperiodically.Ìý