Guiding neurodiverse students towards independence in their studies at university.
The Role of the Mentor
Structural Support
- Mentors provide the foundational guidance necessary for students to learn problem-solving skills independently.
- Early support involves suggesting strategies, while later stages emphasise student autonomy.
Transitioning from Guidance to Independence
| Early Strategies | Later Strategies |
|---|---|
| “One way to approach the problem might be to…” | “How could this be resolved?” |
| “Have you thought about…?” | “What do you feel worked well last time?” |
| “Maybe try this method…” | “What strategies do you have for this challenge?” |
Importance of Asking Questions
The Power of Inquiry
- Asking rather than telling fosters a space for the student to explore their thoughts.
- Encourages critical thinking and personal investment in problem-solving.
Steps Towards Increased Independence
- Build Trust and Confidence
- Establish a supportive relationship where students feel safe to express their ideas.
- Encourage Self-Reflection
- Prompt students to evaluate their past experiences and outcomes.
2.Facilitate Problem-Solving
- Guide them in developing personalised strategies that they can manage independently.
Creating Self-Sustaining Scaffolds
- As students grow, they start creating their self-directed scaffolds for overcoming difficulties, leading to greater confidence and problem-solving abilities.
- This journey emphasises the collaborative development of skills while maintaining a focus on independence.
By shifting from a directive approach to one that emphasizes inquiry and self-discovery, mentors empower students to become effective problem solvers, ultimately leading them towards greater independence and success in their learning journeys.