INCLUSIVE EDUCATION FOR NEURODIVERSE STUDENT POLICE OFFICERS IN THE UNITED KINGDOM
DOI:
https://doi.org/10.46827/ejes.v11i12.5671Parole chiave:
policing, education, neurodiversity, inclusive educationAbstract
A modern society requires a dynamic police institution and workforce who are knowledgeable, skilled and experienced in contemporary policing principles, practice and policies. These attributes are gained through learning, and they often vary from one person to the next. Some student police officers might be neurodiverse, which refers to specific learning difficulties (SpLD) such as dyspraxia, dyslexia, hyperactive disorder, dyscalculia, autism and Tourette syndrome. Therefore, it is important to develop an understanding of the most effective learning style that is applicable to student police officers who are neurodiverse. This study used a qualitative approach consisting of 20 open-ended interviews with neurodiverse participants. The results suggested that there was a need for pedagogical change because learners have different learning styles. The results further suggested that universities that provided police education used a “one size fits all” approach, which was counterproductive for individual learning needs. It was highlighted that police educational providers needed to incorporate kinesthetic activities and social media learning activities alongside the other learning methods to accommodate the learning needs of neurodiverse student police officers.
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