Abstract
This paper presents findings from the ENTENDER Erasmus+ Capacity Building in Higher Education (CBHE) project (funded by the European Union Commission) involving five Latin American (LA) universities in Argentina and Mexico and three European partner universities. The project aimed to raise awareness of neurodiversity, create processes and tools to identify neurodivergent students’ learning needs and promote teacher training to design and provide inclusive learning environments. A collaborative cocreation approach was implemented. All elements of the project were evaluated against a baseline via a needs analysis. We discuss the initial challenges, the gains, and the unexpected outcomes that have propelled neurodiversity to the top of the agenda in the partner institutions initiating a change in attitudes from a deficit model to a strengths-based focus.
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