Sarah Elaine Eaton (University of Calgary) has published a new study on the intersection of neurodiversity and academic integrity in Teaching in Higher Ed. Eaton explains that academic misconduct policies can disadvantage neurodiverse students, such as by misinterpreting behaviours stemming from cognitive differences as misconduct indicators or drawing on assessment designs that introduce new barriers. Eaton recommends reconceptualizing academic integrity beyond punitive approaches and recognizing the value of diverse cognitive styles. “Academic integrity must evolve beyond compliance-based models toward inclusive approaches that honour neurodiversity as human variation that enriches academic communities,” writes Eaton.
Teaching in Higher Ed
