Designing inclusively for neurodivergent learners means creating educational environments that acknowledge and support cognitive diversity. Neurodivergent individuals process and engage with information in unique ways.
To ensure equal opportunities for success, learning materials and methods must be flexible and adaptive, catering to various needs and learning styles. This approach requires a deep understanding of neurodiversity, a commitment to empathy, and the willingness to adjust traditional models to foster an inclusive learning experience for everyone. This article will explore the potential challenges faced by neurodivergent learners and how we can address and overcome them through learning design.
To understand what a neurodivergent learner is, we must first look at the terminology around neurodiversity:
- Neurodiversity: An umbrella term used to describe the broad spectrum of cognitive variations that exist within the human population, in relation to a range of mental functions, such as sociability, learning and mood. Neurodiversity aims to highlight the positive attributes of different neurocognitive functioning, rather than focus on deficits or deviations from a set standard. It includes conditions like autism, ADHD, dyslexia, PTSD, and more.
- Neurodivergence: A person whose brain ‘diverges’ from the ‘Neurotypical’ majority can be described as neurodivergent. Neurodivergence can be genetic, the result of a brain-altering experience, or a combination of the two.
- Neurodiverse: Characterises the variance in how all human brains function, none of which is ‘normal’ and all of which are simply different.
Neurological conditions encompassed by the terms ‘neurodivergence’ and ‘neurodiversity’ fall into three categories:
- Applied: Includes neurological conditions that people are born with that are not considered to be health conditions. It refers to difficulties in applying cognitive skills, such as gross motor control, number concepts and reading. Conditions classified as ‘applied’ include dyspraxia (developmental coordination disorder) and dyslexia (difficulty identifying and decoding letters and words).
- Clinical: Includes neurological conditions that people are born with that are considered to be health conditions. It relates to difficulties in communication, social skills, behaviour, and impulse control. Conditions classified as ‘clinical’ include ADHD (difficulty with attention/focus), autism spectrum conditions, intellectual disabilities and Tourette’s syndrome (involuntary tics).
- Acquired: Refers to changes in cognition and behaviour that can develop due to a health condition or injury. Conditions classified as ‘acquired’ include traumatic brain injury and mental ill health conditions like PTSD, anxiety and depression.
Over the course of our lives, we may experience an overlap of these types, which is why adult diagnoses are becoming more prevalent.
A neurodivergent individual may process, learn, and engage with information differently from a neurotypical person, so designing inclusively involves creating environments, tools, and learning materials that accommodate the varying cognitive and neurological differences of all individuals so that they can access, understand, and interact with the materials, spaces, and systems created for effective learning.
Neurodivergent learners face unique challenges, particularly in environments that are not designed with their needs in mind. These can include:
- Difficulty retaining or processing information when it’s presented in certain formats (e.g. auditory or written-only formats).
- Overwhelm when exposed to multisensory information presented simultaneously.
- Struggles with traditional learning methods that do not accommodate different processing speeds or learning styles.
Some neurodivergent learners may also face challenges due to generational divides, such as struggling to adapt to evolving learning styles and technological advances. It is crucial for educators and designers to recognise that not all neurodivergent individuals are the same. Designing for neurodiversity requires flexibility and an understanding that one formula will not fit all learners.
It is important to create experiences that meet the varied needs of different learners. This includes ensuring that learning materials, digital platforms, and instructional approaches are flexible and can be tailored to the individual. For instance, some learners may benefit from visual aids, while others may need auditory or kinaesthetic learning approaches.
The key to this approach is breaking down traditional learning models and thinking beyond standardised practices to create systems that recognise the diversity of learners. Inclusive learning design also requires consideration of factors such as sensory overload, pacing, and providing multiple avenues for engagement and content delivery.
As much as learning designers actively want to include everyone, there are a number of potential barriers they face when creating inclusive learning experiences. These can include:
- Time and budget constraints: Designing for neurodiversity can require more time and resources, especially when adapting materials to suit different learning styles.
- Standardised content: Many learning programs follow a ‘one-size-fits-all’ approach, making it difficult to create personalised experiences for neurodivergent learners.
- Lack of awareness and training: Some designers may not always be aware of the specific needs of neurodiverse learners, which can lead to underwhelming (little incentive to engage) or overwhelming (complete avoidance of) learning experiences.
In addition, designers must balance the need for engaging, interactive content with the need for accessibility. Soft skills and behaviour-based training, for example, may be more accessible to neurodivergent learners in a face-to-face environment, so it can be difficult for designers to translate these simulated/role-play scenarios in a digital learning environment.
Having looked at some of the barriers that learning designers may face, what can we do to create more inclusive learning experiences for neurodivergent learners? Here are some practical ideas:
- Use multiple content formats: Offer information in various formats (text, audio, video) to accommodate different learning preferences.
- Chunk up information: Break down large blocks of text into smaller, digestible pieces, and pair with visual elements.
- Provide clear instructions: Make instructions concise and easy to follow, and offer options for users to revisit steps if needed.
- Microlearning: Implement shorter, more frequent learning modules, allowing learners to process and retain information at their own pace.
- Offer breaks and rewards: In longer courses, include breaks and small rewards to help learners maintain focus and motivation.
- Personalisation: Allow learners to personalise their learning experience, such as choosing avatars or themes that resonate with them.
- Feedback: Provide a safe space for learners to give feedback on the learning content (e.g. an anonymous survey at the end of a course) and use the feedback to continually improve and refine the learning experience.
We have covered a lot about designing for neurodivergent learners in this article, but at the same time have barely scratched the surface! There are many fantastic resources available online if you want to learn more, some of which are linked below. For now, though, let’s recap the key messages from this article:
- Empathy and patience: Understand that neurodivergent learners may require more time and different approaches to grasp certain concepts. Practice emotional intelligence and be patient.
- Inclusive communication: Neurodivergent learners may communicate differently, so it’s essential to create a learning environment that respects various communication styles.
- Flexibility and adaptation: One size does not fit all, so create accessible, clear, and concise content that can be adapted to different needs.
- Seek feedback: Regularly collect feedback from neurodivergent learners to continually improve and refine the learning experience.
Useful resources: - Designing For Neurodivergence To Reduce Sensory Overload And Anxiety
- Types Of Neurodiversity And How To Design Learning Experiences For Them
- Designing for Neurodivergent Learners
Designing inclusively for neurodivergent learners is an evolving field that requires a commitment to inclusivity, flexibility, and ongoing improvement. By understanding the unique challenges faced by neurodivergent individuals, and by applying inclusive design principles, we can create environments where more learners can thrive.
It’s not about perfection, but rather about continuously learning and adapting to meet the needs of a diverse audience. So, where do we go from here? We must continue to make strides when designing for neurodivergent learners by embracing feedback and aiming to ensure that all learners feel included and valued in the design process.