The Importance of Neurodivergent-Friendly Learning
In today’s knowledge-driven world, continual professional development is crucial for career advancement and stronger job prospects. But for some individuals, traditional training methods can be a barrier to learning.
One in five people are thought to be neurodivergent (Lockley and Stocks, 2024) – this emphasises the need for more inclusive teaching approaches, helping these individuals navigate a learning experience that better suits their needs.
In this blog, we investigate the role of neurodivergence and how this impacts learning, with special input from the Academy’s Single Point of Contact for Educational & Welfare Support, Karen White.
Neurodivergence and Neurotypical
Neurodivergence refers to an individual whose brain operates differently in terms of thinking, interpreting and processing information – which affects how they interact with the world around them. It’s an umbrella term that encompasses various different conditions, such as autism, ADHD, dyslexia, dyscalculia, dyspraxia, dysgraphia and Tourette’s syndrome.
On the other hand, a neurotypical individual has standard brain processing and functioning. These people may not be aware that they are neurotypical as they operate and think in a way that so many other people do.
Traditional Training Techniques
Conventional training structures can be largely ineffective for neurodivergent individuals, posing certain challenges that prevent them from learning and retaining information. For example:
Lecture-Oriented Learning
This format relies on auditory processing and often lasts a prolonged period of time with minimal breaks, which can result in cognitive overload and disengagement.
Fixed Formats
Rigid structures and bright, noisy classroom environments can be overwhelming for an individual who finds sensory stimulation overwhelming or difficult to process.
Overload of Written Materials
Text-heavy material, without any supplementary visual or auditory support, can be difficult for neurodiverse individuals to synthesise.
Socially Intensive Work
In some group activity settings, people with neurodivergence may struggle to effectively communicate or engage with the activity.
Disclosing Your Neurodivergence
The first opportunity to disclose your needs to the Academy is when you complete a qualification registration form. There is a box on this form that specifically asks the candidate whether they require any additional support to complete their qualification.
“If support is required, I’ll be notified and will send an email introducing myself, to make the candidate aware of my role as the designated first point of contact”, states Karen. “There is also another opportunity to make the tutor aware during their one-to-one course induction session. And, at any point throughout their qualification journey, delegates can always contact me confidentially via the Academy email address.”
The Academy's Inclusive Training Techniques
At the Academy, Neurodiversity is not only accommodated for, but embraced. That’s why various adaptations are implemented throughout our training process, to support delegates and maximise their potential.
“It’s crucial that the support offered by the Academy is bespoke to the individual’s needs” says Karen, which is mutually agreed following a one-to-one discussion between her and the delegate.
Below is an indication of just some of the adjustments that can be made across the different elements of the Academy’s courses:
| Qualifications |
Candidate resource material can be customised to make it easier for the delegate to synthesise – for example, by significantly reducing the volume of detail and adjusting colour and font. Furthermore, the deadlines for completion of evidence across modules can be staggered, providing additional time to compile evidence – which can be invaluable for a neurodiverse individual. Throughout a delegate’s qualification journey with the Academy, Karen is also readily available as their personal contact if any additional support, reassurance or clarification are required. |
| Classroom Sessions |
At the Academy, a system has been established which ensures that tutors and assessors are informed of any delegate who has declared their neurodivergence. This is accompanied by the specific adjustments that need to be made to support the delegate’s learning experience. As well as adapting learning materials, the format of presentations can also be altered where necessary, which allows for flexibility with breaks throughout classroom delivery. Finally, the ‘General Evidential Review’ Teams session – which is a key aspect of each Academy course – is always recorded. This is a facility that neurodivergent delegates find particularly useful, as it enables them to review the required evidence one module at a time and at their own pace. |
| Workshop / CPD Events |
During exhibitions, the Academy specifically arranges time slots that do not have sudden loud noises and an agreement that exhibitors will only speak to delegates if approached. Furthermore, specific neurodivergent lanyards are available, should a delegate wish to overtly indicate their neurodivergence. The Academy has also recommended the use of noise-reducing earbuds for presenter sessions so delegates aren’t overstimulated. Similarly, arrangements for smaller workshop groups have been made, reducing the likelihood of a delegate becoming overwhelmed in a potentially intense social situation. |
Neurodivergent-Friendly Training Provider
Karen highlights the importance of understanding neurodiversity, noting “it has nothing to do with intelligence levels, and everything to do with how information is taken onboard, processed and then presented.”
That’s why it’s the Academy’s upmost priority to support neurodivergent candidates and incorporate the necessary adaptations to help them thrive. These ensure that the candidate is able to produce the required evidence, obtain the qualification and gain recognition of competence in their role, in a way that’s compatible with their neurodivergent preference.
In order to continually equip herself with the appropriate skills as the Neurodivergent Lead, Karen has completed an OCN accredited ‘Fundamentals of Dyslexia Awareness’ course. Endorsed by the British Dyslexia Association, this has increased her understanding of practical support solutions, organisational strategies and learner motivation techniques for neurodivergent candidates.
Karen also regularly attends a variety of CPD activities, with her most recent being a ‘Neurodiversity in the Workplace Masterclass Session’ through ACAS.
Championing neurodivergent candidates also ensures that the Academy complies with its ‘Equality and Diversity Policy’, as well as the requirements stipulated by ProQual – the Awarding Body for the National Vocational Qualifications (NVQs) offered by the Academy.
Final Thoughts
Accommodating neurodivergence is a necessary step towards true inclusion and equity. By implementing some simple changes, we can positively transform the learning experience for everyone.
Feeling inspired to undertake a qualification at a neurodivergent-friendly training provider? Browse our courses or reach out to the Academy today.
Lockley, B. and Stocks, M. (2024). Neurodiversity: your common questions answered. [online] www.bupa.co.uk. Available at: https://www.bupa.co.uk/newsroom/ourviews/neurodiversity-faqs.