Jisc Change Agents' Network Conference 2024

Higher Education has historically been a place reserved primarily for  the privileged, leading to multiple barriers to access for people with learning differences. Research indicates that neurodivergent students are at higher risk of dropping out of university, compared to their neurotypical peers. Students report frustration at the lack of awareness of staff and peers; staff might be unprepared, overworked or unwilling to reflect on their teaching and beliefs. For the people who initiated this project, the question was:  how can our university design, deliver and assess  learning in a way that is inclusive for neurodivergent learners? 

This presentation will tell the story of how staff and students came together at Queen Mary, University of London to try to address this question. We identified a number of goals: first, to reflect on inclusive practice; then to design and deliver training for staff and create a suite of resources with practical applications for teaching and learning. Finally, we wanted the neurodiversity community to be seen and heard. Along the way, we learnt that we should design around learners’ strengths and that those with lived experience must lead this conversation. More than 150 staff have attended the training so far. Student-partners who have contributed to the course attested to its positive impact: “To have an open dialogue with staff members who are willing to listen to neurodivergent voices is great!” And also “We deserve to have a positive learning experience at uni”. We believe this is only the start of the story.