Supporting neurodiversity in the classroom
10 March 2025Image: Mel Poole on Unsplash
Take a moment to revisit key practices from University guidelines on inclusive learning and teaching.
As we approach Neurodiversity Celebration Week (17-23 March 2025), let’s consider a few key practices from the University’s Inclusive Learning and Teaching of Students with Impairments Guidelines, which can make a significant difference for neurodiverse students.
These strategies not only support neurodiverse students but enhance the learning experience for all.
You can read the full guidelines on the Staff Intranet.
Invite students to discuss needs privately
Why it matters: This proactive approach creates an open and inclusive environment, encouraging neurodiverse students to communicate their needs early without feeling singled out.
Quick tip: Add a clear statement to your course outlines and mention it in the first lectures, inviting students to discuss any impairment-related requirements privately.
The guidelines suggest the following wording: “Students are urged to discuss privately any impairment-related requirements face-to-face and/or in written form with the course convenor/lecturer and/or tutor.”
Offer choice in assignment formats
Why it matters: This enables students to demonstrate their understanding using their strengths, potentially reducing anxiety and improving performance.
Example: For a final project, allow students to choose between a written essay, an oral presentation, or a visual project. Ensure assessment criteria are clear and equivalent across all options.
Provide lecture outlines in advance
Why it matters: This allows students with processing differences or attention challenges to prepare and engage more effectively.
Quick tip: Upload a simple, bulleted list of key topics and new terms at least 24 hours before each class.
Use diverse media for instruction
Why it matters: Multimodal presentation caters to different learning styles and strengths, benefiting neurodiverse students who may excel in processing certain types of information.
Practical idea: When presenting a concept, use at least two different formats. For example, pair a verbal explanation with a visual diagram or a short video clip.
Provide regular rest breaks
Why it matters: Regular breaks can help students with attention difficulties to refocus and reduce cognitive fatigue for all learners.
Practical idea: Implement short ‘brain breaks’ during longer classes where students can stretch, move around, or engage in a quick mindfulness exercise.
For reference
Print these and stick them to your wall or keep them handy in digital format for quick access.
Inclusive teaching tips for staff (wall chart .png)
Neurodiversity and learning (wall chart .png)
Inclusive design for online accessibility (poster .pdf)
Disability high use terms (.pdf)
Further training opportunities
Disability Confidence 101 (self-paced general introduction to disability, 20-25 min)
Inclusive teaching practice for learners with disabilities (self-paced session, 45-50 min)
Navigating the Faculty Access Portal to support students with disabilities (two facilitated sessions, 1hr)
See also
Canvas Baseline Practices
Adopting baseline practices for Canvas ensures a more consistent and accessible student learning experience.
Universal Design for Learning (UDL)
UDL is a framework for designing learning experiences to meet the diverse needs of all students.
Design for accessibility
Checking the accessibility of teaching materials ensures that we are supporting the success of all students.
Students with disabilities
Find out how to identify students with disabilities through your Faculty Access Portal.