Supporting neurodiversity in education

• Education
• Higher Education (non-degree)

Supporting neurodiversity in education

ETFE505 / ETFE605 - Week 4

'Successful, inclusive education needs to cater to the naturally occurring variability that is an inevitable part of humanity. An expectation of varying needs and resources to accommodate those should be baked in to our ... systems, rather than overlaid as optional extras'
(Aitken & Fletcher-Watson, 2022).

Session outline

• Defining terms
• Sharing existing knowledge and experiences
• Behind the barriers to learning

• Neurodiversity - a basic scientific truth: people vary in the way that their brains take in, process, and respond to information (Aitken & Fletcher-Watson, 2022)
• Neurotypical - having a style of neurocognitive functioning that falls within the dominant societal standards of “normal" (UCL Arena Centre, 2023)
• Neurodivergent - (1 person in 7 in the UK - Farrant et al., 2022; approx a quarter of FE students - Gains, 2024) to have a neurological system that functions in ways which diverge significantly from the dominant societal standards (UCL Arena Centre, 2023).

What do you associate with the term 'neurodivergence?'
(include diagnoses you are aware of)

If a person has neurocognitive  functioning that diverges in multiple ways – for instance, a person who is autistic, dyslexic, and epileptic – they may wish to be described as multiply neurodivergent. 

Behind the barriers...

In the higher education environment, '...some individuals find it easier to demonstrate their full academic potential than others. This contributes to a narrow understanding of the relationship between neurodiversity, intelligence and achievement, which in turn reinforces the stigma towards neurodivergence which discourages disclosure amongst both students and staff' (Farrant et al., 2022). 

Behind the barriers...

• 'By accepting that a student’s learning experience is impacted by how their brain processes information and by their surroundings, we can keep their specific needs in mind...' (Gains, 2024)

• Transitions (eg, school - FE) can themselves create barriers - think about: video walk-throughs to reduce the surprise element; the sensory impact of canteen areas; new ways of working, flexibility and the shift in structure and routine (Holmes, 2023).

• Neurodivergent profiles:
• Group 1 - A student with Dyslexia
  Group 2 - A student with ADHD
  Group 3 - A student with Autism
  Group 4 - A student with Dyspraxia
  Group 5 - A student with Dysgraphia
  Group 6 - A student with Dyscalculia

1. You have 10 minutes to research your group's profile
   
   
2. You will then take part in a short learning episode, and
   be prepared to feed back on:

• What might this student experience in the task?
• What challenges might arise?
• What support might help?

Activity:

 Through their eyes

Work in 2s or 3s - move to a table at the back of the room

Group learning activity - welcome to Sheringham

1. Each group member will select one Sheringham food outlet (of any type) and make a 'snapshot' by sticking a picture of the outlet and handwriting two sentences about it on one of the small cards provided
2. As a group, find one fact about Sheringham's population and express it as a percentage of the UK population as a whole - write this on the 'person' outline on the map
3. As a group, find an example of Sheringham wildlife (pics in the room) and use AI to write a Rap song for the group to perform.

You will need: laptops and creative materials

Add all your work to the large map - you have 35 minutes

Literature analysis activity 

25 minutes preparation, 3 minutes presentation

 

McCunff et al. (2025) - Cognitive load and neurodiversity in online education: a preliminary framework for educational research and policy (on Canvas)

• In your groups, read the flyer for the above article
  
  
• Select an idea which interests you and use the full article to develop a three minute presentation for the class.

This session has made me think about the following ..

References

Aitken, D. & Fletcher-Watson, S. (2022) Neurodiversity affirmative education: why and how? British Psychological Society. https://www.bps.org.uk/psychologist/neurodiversity-affirmative-education-why-and-how

Farrant, F., Owen, E., Hunkins-Beckford, F. & Jacksa, M. (2022). Celebrating neurodiversity in higher education. British Psychological Society. https://www.bps.org.uk/psychologist/celebrating-neurodiversity-higher-education 

Gains, H. (2024). How to make the further education sector neuro-diverse ready. FE Week. https://feweek.co.uk/how-to-make-the-further-education-sector-neurodiverse-ready/ 

Holmes, E. (2023, May 02). Neurodivergent students: from school to FE. Wellbeing, classroom advice. https://www.eteach.com/blog/neurodivergent-students-from-school-to-fe

UCL Arena Centre (2023) Supporting neurodiversity in education. University College London. https://www.ucl.ac.uk/teaching-learning/publications/2023/oct/supporting-neurodiversity-education#:~:text=an%20exhaustive%20list.-,Supporting%20students%20and%20scholars,biases%20about%20neuro%2Dminority%20groups