OBJECTIVE. Research regarding sensory processing and adults with attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD) is limited. This study aimed to compare sensory processing patterns of groups of higher education students with ADHD or ASD and to explore the implications of these disorders for their college life. METHOD.The Adolescent/Adult Sensory Profile was administered to 28 students with ADHD and 27 students with ASD. Students and professionals were interviewed. RESULTS. The majority of students received scores that differed from those of the general population. Students with ADHD received significantly higher scores than students with ASD in relation to sensation seeking; however, there were no other major differences. CONCLUSION. Few differences exist between the sensory processing patterns of students with ADHD and ASD; however, both groups differ significantly from the general population. Occupational therapists should consider sensory processing patterns when designing supports for these groups.

Education and employment are basic human rights and during the past decade in Ireland, the number of students with disabilities progressing through universities has dramatically increased as a result of improved support (AHEAD 2012.

Introduction: The environment, both natural and man-made, can influence how we learn and socialise. For some, the environment can be a challenge to overcome. The purpose of this study was to establish a student’s perspective on the sensory aspects of the learning and social environments of a university. Methods: A survey design based upon Winnie Dunn’s Adult/Adolescent Sensory Profile was developed specifically for this study; 150 disabled students responded to the survey, which was analysed using descriptive statistics and template analysis. Results: The final template analysis identified 3 main themes with 10 sub-themes, with each sub-theme relating to the research question as well as to the level of explanation: (a) Theme one: Barriers in the environment described noise, poor lighting, crowding and lack of visual cues that created difficulties for the respondents to this survey. The sub-themes were obstacles to learning in the library, obstacles to learning in lectures, obstacles to learning in exams and ventilation in learning spaces. (b) Theme two: Reactions to barriers, included how respondents react to sensory overload and uncertainty in the environment. The sub-themes encompassed problems when schedules change regularly, and reactions when overwhelmed in college. (c) Theme three: Improving the environment refers to suggestions that respondents made to improving the environment for all students to enable engagement and participation within college. The sub-themes compromised of developing a safe space for managing sensory needs, seeking natural elements across campus, seeking awareness, as well as adaptions and strategies for transitions. Conclusion: Respondents identified how individuals have varied responses to sensory stimuli thereby increasing our understanding. They pointed to a way forward for institutes of higher education to design spaces that are more inclusive by putting forward suggestions for greater use of green space, better furnishings and minimisation of distractions, thereby increasing the health and welfare for all.

Mobile phone technology has become an integral part of peoples' lives. It has changed how we interact with each other and how we access information. This article describes how mobile phone use, in particular text messaging, has been used to communicate with and support students with mental health problems attending a university within Ireland to manage their academic and social lives. This study was descriptive, non-experimental, and predominantly qualitative in nature. It employed a mixed-method approach, by way of: (1) Collecting text messaging data, relating to 40 students, from four therapists across three years, and (2) auditing the service files to gather demographic data and some intervention-related information that was cross-analyzed with the qualitative text messaging data. Thematic analysis of the data using QSR N6 produced five over-arching themes: practicalities around appointments; condition/illness management; thanks, but I'm fine; progress—both academic and personal; and non-therapeutic interaction. This study showed that text messaging with a student population using a mental health support service was valuable. It offered a means of maintaining ongoing contact between the service users and the staff and acted not only as a means for receiving and giving information but as a means of maintaining the on-going therapeutic relationship.

Although education is supposed to be an empowering process, some students experience the opposite. Disabled university students face multiple discriminating mechanisms during their studies, indicating that they are out of place. This study explores a participatory action research (PAR) study where 11 disabled students collaborated with university staff in planning and implementing measures to promote inclusion at a Norwegian university. The study aims to contribute knowledge of the processes empowering disabled students during co-production of inclusive higher education. Qualitative data were collected during the PAR study from January 2021 to March 2022 including audio recordings from workshops, reflection meetings and a group discussion, field notes from observing students in action as well as the students’ reflections notes and notes from shared analysis and shared writing. A reflexive thematic analysis resulted in the generation of four processes that were believed to support student empowerment: being united with inclusive faculty allies, belonging in a student fellowship, identifying an injustice, and experiencing meaning and change. This study indicates ways to strengthen the universities’ capacities to work towards inclusion, social change, and justice.

Purpose: Assistive technology (AT) has been highlighted as a tool that can support self-management for people living with schizophrenia. A gap in the literature exists regarding the views held by the stakeholders involved in the health care of an individual living with schizophrenia regarding the potential use of AT to enable the self-management of this condition. The purpose of this paper is to explore how individuals living with schizophrenia, their relatives and their mental health care professionals view AT as a tool to facilitate self-management. Design/methodology/approach: This mixed methods research paper will discuss the findings of the second stage of a two-stage research study. The paper will discuss the findings of questionnaires that were disseminated to service users living with schizophrenia, their relatives and the health-care professionals of a community mental health service in the Greater Dublin area. Findings: The results indicate that the introduction of AT for the self-management of schizophrenia would be accepted by key stakeholders. Research limitations/implications: As AT continues to develop, it is clear from the findings presented in this paper that the main stakeholder groups involved in the care of an individual living with schizophrenia are amenable to the use of AT to facilitate the self-management of this condition. Further research is required to explore correct policing and management of its implementation. Originality/value: This study is the first study of its kind within an Irish context to explore the use of assistive technology as a tool for self-management from the perspective of those experiencing schizophrenia, their relatives and the health-care professionals working alongside them.