When working with neurodiverse learners, we should embrace the idea that every brain is unique, with its own way of thinking and learning?
That’s the heart of neurodiversity—recognising that our differences make us stronger.
For trainers and educators, understanding neurodiversity can change the way we educate, assess and communicate with learners.
Want to learn how to create more supportive and effective learning environments? Let’s explore neurodiversity together and find practical strategies to help every learner succeed.
What is neurodiversity?
Everyone’s brain is unique.
We all learn differently, we process information differently.
Some brains are more different than others, and these differences can affect the way we learn, the way we interact with each other, the way we organise ourselves.
Brain differences should be recognised a natural variations – not deficits, disorders or impairments.
Neurodiversity covers a wide range of conditions:
It is important to recognise that neurodiverse conditions , and difficulties experienced by neurodiverse people often overlap.
Also, the extent to which the difficulties experienced depends on the individual. This can also be affected by the environment, or other individual circumstances.
So, difficulties in planning and organising may be better on some days than others.
If an individual has specific challenges that affect their day-to-day life, they may want to look into becoming diagnosed.
Many of the adults we work with are undiagnosed, due to lack of awareness when they were at school / going through life.
This often leads to low confidence and self esteem.
So how can we support our neurodiverse learners?
The main rule is, there isn’t a one size fits all approach. Different tools and techniques will suit different learners.
Our suggestions are based on the Universal Design for Learning Principles (not sure what these are? See our Blog on UDL and Adult Learning)
Talk to your learners about how they like to learn. What helps them? What are they good at? Build their confidence – have a strengths based approach. What don’t they like?
Write down key points from your conversation to remind you both as you work together.
Neurodiverse learners can often have poor working memory. Working memory is the ability to hold new information so the brain.
This can be a challenge for neurodiverse learners, particularly when information is presented verbally.
They can also find planning and organisation and time management a challenge.
What can we do to help?
When planning and target setting with learners, ensure your are setting clear objectives. What are they learning and why?
Want to learn more about how to set educational goals and targets?
This course will explore how to set educational goals and targets. It will provide you with practical tips and techniques you can use with your learners to keep them motivated and focused.
What about if you’re assessing learners in the workplace?
You can certainly adapt your assessment methods to meet your learner’s preferences.
You may need to get agreement from your IQA or Awarding Organisation first, particularly if the assessment strategy asks for a particular method.
What assessment methods work best?
Again, every learner is different.
Some learners may prefer to have a professional discussion over writing an assignment.
If you are using professional discussion with your learners, make sure they are fully prepared with what they will be talking about. Encourage them to make notes or mind maps to prepare.
Some neurodivergent learners can take longer to formulate what they are going to say – this is due to differences in verbal processing speed. So, slow down, let your learners have time to think and process their answer.
Other learners may find it difficult to stick to the topic in hand, so you may need to bring them back to the point.
Writing assignments
Ensure your learners know how to structure their assignments. Provide them with reading, videos or podcasts they can use as reference material.
Signpost them to adaptive technology.
Most platforms such as Google and Microsoft have functions to support neurodiverse learners including speech to text “Dictate” functions, text to speech e.g. Immersive Reader.
Or you can use apps such as My Study Bar, or Natural Reader.
Grammarly is a great tool for checking spelling, grammar, punctuation and sentence structure.
See also: How to use Microsoft Learning Tools
Lastly, and importantly, provide developmental feedback for your learners. Make sure they know what they are doing well, be specific about what they need to do and how they can get there.
To develop your skills in giving feedback, access our Assessor Toolkit: How to give feedback for development
If you are unsure, ask your IQA for support, or speak to your learner directly to find out what works for them.
Join the Level 3 Learning and Development Apprenticeship
If you’d like to improve your teaching/training and assessment, please join us for the Learning and Development Apprenticeship.
This Level 3 qualification develops your knowledge of learning theory and applying tools and techniques for delivering great training, and carrying out fair assessment.
Summary: Embracing Neurodiverse Learners
Neurodiversity recognises the natural variations in our brains, celebrating the fact that everyone learns and processes information differently.
This concept spans a range of conditions including dyslexia, autism, ADHD, and more. Acknowledging these differences is crucial, as it allows us to provide more inclusive and effective support for all learners.
Understanding that many neurodiverse individuals may face unique challenges can help us tailor our teaching methods.
Creating a supportive and friendly learning environment, where learners feel safe and understood, is extremely important. Engaging in open conversations about their preferences and strengths can build confidence and ensure better outcomes.
We look forward to meeting those of you who join us on our learning and development apprenticeship!
