Malone, Dr. JoanneHealy, Patricia2026-05-212026-05-212024https://go.griffith.ie/handle/123456789/790As the diagnoses of neurodivergent conditions increase in Ireland, Higher Education Institutions are increasingly challenged to adapt their educational offerings. This research looks at supports across a range of Higher Education Institutions and examines their effectiveness in meeting students’ needs Research was conducted via questionnaires submitted to 25 Higher Education Institutions. Of those surveyed, 15 responded, answering a range of questions on supports provided to neurodivergent students. Independently, five former students were surveyed and answered similar questions Key findings from the research include differing opinions between past students and colleges on the value of supports provided. The supports most valued by students are recorded lectures, assistive technology and extra time in exams. There is consensus that colleges need to better leverage technology to make life easier for students. Higher Education Institutions viewed Universal Design as a key offering, but this appeared to have little impact with students. In addition, the research clearly found that many students do not disclose their condition, largely attributed to the associated social stigma, making it difficult for supports to be provided. Increased disclosure of conditions and a greater understanding of areas benefitting students, can lead to better allocation of scarce funding, on behalf of the institutions. This would result in a more inclusive culture within Irish Higher Education Institutions.DyslexiaDisabilitiesSupport staffNeurodivergentsupport servicesHigher EducationThesis