Innovative Pedagogy: A catalyst for improving inclusiveness and support of students with cognitive and psychological disorders in higher education

Since 2015, Sciences Po has been carrying out pedagogical experiments on the subject of so-called “invisible” handicaps: mental and cognitive disorders. Using onsite research conducted in partnership with a Canadian university, Sciences Po is developing resources and testing educational strategies aimed at integrating innovative and appropriate practices for managing disabilities in the spirit of inclusiveness and opportunity.

Several studies highlight the continuing increase in the number of students with serious cognitive disorders (dyslexia, dyspraxia, high-functioning autism, ADHD, etc.), disabling psychological disorders (depression, anorexia, bipolar disorder, etc.) and various other forms of distress (anxiety, stress, burn out, performance anxiety). This increase can be explained by a combination of advancements in diagnosing certain pathologies and the evolution of French legislation. Both of these trends contribute to a stronger recognition of certain handicaps and to their consideration in various public institutions.

Over the last 10 years, the number of students with disabilities at Sciences Po has grown from 20 in 2007, to 230 in 2017. Over the years, the institution has developed an ambitious policy that seeks to guaranty inclusiveness and equal opportunity for all.

To attain this objective, Sciences Po has invested in pedagogical research and innovation for the benefit of its students with cognitive and psychological disorders. This work benefited from financial support from USPC (Université Sorbonne Paris Cité) in 2016 and from Agefiph (Association de Gestion du Fonds pour l’Insertion des Personnes Handicapées) in 2017.

Keeping these goals in mind, a series of pedagogical experiments were conducted on a sample of 250 students (with and without disabilities) and a dozen teachers, including :

– the implementation of a Reinforced Educational Support Program (Dispositif d’Accompagnement Renforcé d’Education, DARE) for students at risk in their academic environment,
– the experiments of changing pedagogical course materials for more inclusive teaching practices,
– the conception of pedagogical resources for teachers whose classes include students with mental or cognitive disorders.

The result of these studies led to the publication of a new set of support guides and booklets in 2016, which were widely distributed to the student body and teaching staff at Sciences Po. These guides allow students and teachers to better understand learning difficulties and the potential of the people who live with them. They also help disseminate innovative and appropriate pedagogical practices, addressing everything from the format of course documents and materials, to the academic environment, to how to adapt teaching methods to various handicaps in order to best facilitate students’ comprehension. In this way, the guides define specific recommendations that improve support for at-risk students (with cognitive and psychological disorders, disabling health problems, as well as facing multifactorial issues). They also present several cross-disciplinary subjects, such as legislation, the role of the teacher, and the impact on students’ concentration by the use of screens in the classroom.

As an extension of these innovations, a partnership project was launched in 2017 between Sciences Po and McGill University (Canada), both laureates of the Samuel De-Champlain Programme. This project will not only strengthen the universities’ research in progress, but will also allow them to conduct three research experiments on these questions.

Under this partnership, an experimental workshop on learning strategies, metacognition and neurosciences was offered in the fall of 2017. This elective course, designed by the psychiatrist Camille Benoit and facilitated by experts in the subject, was originally intended for a group of first year students (without any diagnosed disorders). The course objectives were to allow students to improve their learning strategies and to give them the necessary tools for elaborating and communicating their ideas with the aim of supporting their diligence and their academic success. A team from the Disability Services Division of Sciences Po, which is implementing the program in collaboration with the Active Pedagogy Lab, will evaluate the impact of this course on:

• Student well-being,
• Academic commitment,
• Sense of personal efficiency,
• Students’ metacognitive strategies and skills.

Finally, a similar workshop will be offered during the second semester to students that face learning challenges, including some students with cognitive disorders. The team from McGill University will conduct similar research experiments in 2018.

The results of these experiments will enrich this continually evolving field of research and help respond to the challenge of improving accessibility and opportunities for students with disabilities in higher education.

Eva AUZOU, Scientific advisor, Active Pedagogy Lab, Sciences Po.