To make higher education accessible for all students and to enable inclusive learning, teachers face high demands in pedagogic knowledge and skills. This assumes knowledge of students with neuropsychiatric disorders (NPDs) as well as specific skills on how to implement suitable pedagogical adaptations. Applicable pedagogic adaptations to this growing student group have also been shown to be beneficial for larger general student populations. However, teachers often indicate difficulties finding and executing adequate pedagogical approaches. There are also knowledge gaps regarding how teachers adapt and accommodate their education and what kind of support they need. The study was designed in two phases: in the first phase the aims were to explore (a) teachers’ knowledge of students with NPDs, and (b) teachers' need of support to implement suitable pedagogical adaptations. The aim of the second phase is to develop a digital technological support system for teachers to be used for hands-on inclusive learning skills.

This study was conducted with an action research approach where two of the authors also have been teachers in some of the investigated courses. A questionnaire was constructed and distributed to teachers within various subjects at a Swedish university, targeting their experiences and needs in educational practice with students with NPDs. The questionnaire involved a combination of background items and open-ended items. Experiences and needs were analysed with reflexive thematic analysis. The questionnaire was the first step in a process of developing a digital technological support system for teachers, based on specific gaps of knowledge and their need for support.

85 out of 260 teachers responded to the survey; 68 % of respondents were women. 42 % were senior lecturing staff, 49 % junior staff and 9% PhD students. 57% reported that they had not sufficient knowledge about students with NPDs. Teachers described various pedagogical knowledge for accommodating students with NPDs, including universal, individual and relational strategies. Examples were to increase clarity and predictability in all educational efforts, being prepared to flexibly adapt to student needs including increasing teacher availability and strengthening the relation by creating trust and safe communication. Teachers also described their own needs of in-depth knowledge, hands-on guidance, expert advice, and common solutions/discussions with colleagues. They also saw the need for improved organizational structures and support.

The findings indicate that despite university teachers being aware of different pedagogical strategies, they still need to develop their knowledge. The knowledge gained from this study will be used as the foundation for development of a digital technological support system for teachers, which can be motivated from three perspectives: to strengthen teachers’ knowledge and skills; to strengthen students’ opportunities to participate in higher education; and to enable the organization to evaluate and reassure their commitments regulated by laws or regulations. Future research in line with this study may be to implement an artificial intelligence (AI) tool in the digital technological support system.

Keywords: Higher education, Inclusive design, Inclusive learning, Neuropsychological disorders, Special educational needs, Supported education, Teacher professional development, Technology enhanced learning.