Abstract:

Higher education institutions increasingly face the challenge of providing equitable academic support for a diverse student population. Currently, access to such support is often mediated through categorical labels, such as neurodiversity or international status, to manage resource allocation and institutional policy. However, this study argues that these rigid classifications oversimplify complex, overlapping learner needs.

Utilising a state-of-the-art systematic analysis and a dissensus-oriented perspective, this paper interrogates the institutional logic of "label-dependent" models. The findings highlight significant within-category heterogeneity and the dynamic nature of learner variability, which resist neat administrative classification. Empirical evidence indicates that students within the same diagnostic group often exhibit markedly different cognitive and socio-emotional profiles, while intersectional factors like cultural expectations and executive functioning further blur these boundaries. Ultimately, this research exposes the tensions between administrative scalability and individual student realities, advocating for a shift toward more fluid, responsive support frameworks that transcend categorical shorthand.

Please choose your submission type: Developmental Paper

Primary Track: Knowledge and Learning

Keywords: Higher Education Institutions;student learning;equitable educational opportunities;learning environment;quality of learning experience;ethics of knowledge and learning;pedagogy in HEI

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Arezou Pour