Examining intellectual prowess, not social difference: Removing barriers from the doctoral viva for autistic candidates
Chown, N, Beardon, L, Martin, N and Ellis, S (2016). Examining intellectual prowess, not social difference: Removing barriers from the doctoral viva for autistic candidates. Journal of Inclusive Practice in Further and Higher Education. 6 (1), pp. 22-38.
|Authors||Chown, N, Beardon, L, Martin, N and Ellis, S|
The doctoral viva voce (‘viva’) has been variously described in the literature as mysterious, unpredictable and potentially frightening for students. Here we present a set of reasonable adjustments designed to remove social barriers from existing viva process for the benefit of autistic doctoral viva candidates. Our objective is to ensure that autistic students, who experience atypical differences in social interaction, social communication, and social imagination, are examined on academic prowess, not social differences. Recommendations are based on our many years of work with autistic adults in higher education and elsewhere and relevant literature. It is our view that these proposals could also benefit non-autistic doctoral candidates. Key proposals are to allow candidates the choice of a ‘virtual viva’ via electronic mail; to prepare a ‘needs assessment’ pre viva; and to ensure that relevant university personnel understand autism sufficiently to appreciate issues specific to the individual and their viva. Academic rigour and integrity would not be compromised but the playing field might be flattened.
|Journal||Journal of Inclusive Practice in Further and Higher Education|
|Journal citation||6 (1), pp. 22-38|
|Publisher||London South Bank University|
|03 Apr 2016|
|Publication process dates|
|Deposited||27 Jan 2017|
|Accepted||31 Mar 2016|
CC BY 4.0
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