We believe that an inclusive and positive university experience for neurodiverse engineering students is fair, healthy, and what the engineering profession – and society – needs. Universities and engineering faculties have varying responses to the needs of their neurodiverse students, from the legally dubious to those which allow individuals to genuinely flourish.
This work aims to capture these different areas of performance and express them as a neuro-inclusion maturity framework for engineering education. In going about this, we are committed to an approach of co-design – working with a community of students, academics, and professional services colleagues to shape a maturity framework that will help universities to understand and improve their own neuro-inclusive practices.