The presenter was very knowledgeable on Neurodiversity and had lots of experience working as a SENDCO in colleges. Very useful perspective. Really got me thinking!

Jo Lindsay, St Bede’s Catholic College

A major new report on student experience and neurodiversity shows more than 14 per cent of current higher education applicants report having Attention Deficit Hyperactivity Disorder (ADHD) and/or are autistic. Without appropriate support, neurodivergent students frequently underperform academically relative to their underlying ability as a direct result of their challenges.  This can lead to an erosion of self-esteem and a deterioration in mental health.

While these neurodevelopmental differences are distinct and may need to be supported at an individual level, they do have traits in common.  There are mainstream, evidence-based teaching strategies that have the potential to improve outcomes for both neurodivergent students & neurotypical students alike. However, approaches to interventions cannot be one-size-fits-all, as all individuals will have different goals, desires, and needs.

Creating a Neurodivergent friendly University

Entering higher education can be stressful for neurotypical people, but for neurodiverse people, it can prove particularly challenging if there is little or no understanding of their needs. While the Equality Act 2010 requires that accommodations be made as soon as an institution becomes aware of an individual’s disability, or can be reasonably expected to become aware of it, a system based on inclusive practices would allow members of staff and students to work in the environment that does not disadvantage them and provides a more positive base-line experience. 

It is critical for organisations to become fully aware of the ways in which neurodiversity can present in students and academic staff in order to ensure that learning and workplaces are welcoming and inclusive environments for all. This will assist them in identifying and disseminating common difficulties and perspectives, as well as the many benefits that come with being neurodiverse. 

Why book this Neurodiversity training for your College or Higher Education ?

This one-day course explains the key traits shared by the most prevalent neurodivergent groups and matches these traits with solutions from mainstream teaching pedagogies. Attendees will deepen their understanding of the specific challenges faced by neurodivergent students in education and reflect on a range of helpful pedagogical approaches to explore.

You may also be interested in our training on Adaptive Teaching Strategies click here

Who is this training for?

Fe College staff & Universities & Higher Education staff including:

  • University academic teaching staff
  • Student support, wellbeing, welfare and experience teams
  • Senior leadership – Principals , Vice principals & vice chancellors
  • Campus and operational services

Course Outcomes

  • What is neurodiversity and why does it matter?
  • Understanding the conditions – Autism, ADHD, Dyslexia, Dyspraxia, Dyscalculia
  • Learning the many benefits that come with being neurodiverse
  • Identifying and adjusting for common difficulties in learning
  • Providing inclusive education and pastoral support

INSET outline

Understanding Neurodiversity in Further & Higher Education

  • How does neurodiversity affect further and higher education?
  • A review of the main challenges experienced by students with dyslexia, dyspraxia, autism and ADHD.
  • Developing a clearer picture of the which challenges neurodivergent learners may have in common.
  • Additional factors such as mental health difficulties that may be barriers to learning.

Supporting Neurodivergent Students

  • Narrowing the field: a focus on relevant pedagogies
  • Clear explanations as to how they address the learning challenges identified in Session 1
  • How using this knowledge improves outcomes for neurodivergent students while benefiting all learners

How to implement neurodiversity approaches in Further & Higher Education

  • Clear guidance as to practical application of the approaches explored in Session
  • Why consistency in the use of new approaches is essential to changing outcomes.
  • Helping students in and around campus
  • Providing an inclusive learning environment and pastoral support
  • Examining neurodiverse traits that are common within your student community and adjusting teaching style and improving accessibility of learning resources to meet those needs

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