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The 10 Principles of Disability -STAART & Greenwich University 

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The 10 Principles of Disability -STAART & Greenwich University 

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This is a FANTASTIC set of both guidance and resources, developed as part of the STAART project at Greenwich University, led by Dr Melanie Thornley, but co-created by disabled learners.

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STAART | Support | University of Greenwich

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STAART (formerly the *AccessAbility Project) supports students with a disability, long-term health condition, neurodivergence (autistic and dyslexic spectra), and/or mental health condition to thrive at university.

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NATP (National Autism Trainer Programme)

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NATP (National Autism Trainer Programme)

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National Autism Trainer Programme (NATP) - AT-Autism

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Autism Training and Consultancy Services

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AT-Autism is a neuro-affirmative, non-profit organisation offering a range of bespoke services related to autism and other neurodivergence. These services include training, clinical and other support, diagnostic assessment, programme evaluation, events, conferences, and general advice.

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AT-Autism offers training and consultancy in all aspects of autism and related neurodevelopmental conditions.

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ADHD, Clinical Partners, and "The Right to Choose"

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ADHD, Clinical Partners, and "The Right to Choose"

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"The Right to Choose" allows those waiting for an ADHD assessment to choose from a range of approved ADHD assessment options, significantly reducing waiting times - and often involves an assessment by an ADHD nurse (or another accredited professional) with lived experiences of ADHD!

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Right to Choose - If you are based in England under the NHS you now have a legal right to choose your mental healthcare provider and your choice of mental healthcare team.

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NHSE TEL CPD Session "Sharing experiences of Neurodiversity in TEL"

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NHSE TEL CPD Session "Sharing experiences of Neurodiversity in TEL"

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(You will need to register for/ log into your, NHSE learning hub account)

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You may report a resource, for example, if there is an issue with copyright infringement, breach of personal data, factual inaccuracies, typing errors or safety concerns. The type of issue will determine whether the resource is immediately removed from the platform or if the contributor is asked to make amendments. You can report a resource from the resource information page or by contacting the Learning Hub support team.

You can contact the Learning Hub support team by completing the support form or if you have a general enquiry you can email enquiries@learninghub.nhs.uk.

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You may report a resource, for example, if there is an issue with copyright infringement, breach of personal data, factual inaccuracies, typing errors or safety concerns. The type of issue will determine whether the resource is immediately removed from the platform or if the contributor is asked to make amendments.

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Business Disability Framework - Changing the Image of Disability

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Business Disability Framework - Changing the Image of Disability

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You may use these images for non-commercial purposes only

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About Changing the image of disability campaign

Changing the image of disability has been developed in response to the lack of diverse, realistic images of disabled people in the media, advertising and marketing. We want to increase and improve the representation of disabled people and disability, and we're calling on businesses and the media to create a more authentic view of disability through the images they use.

Find out more about the campaign

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Changing the image of disability - Business Disability Forum

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Business Disability Forum's campaign to create a more authentic and realistic view of disability in imagery and increase awareness of diversity.

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Share a resource
Submit a resource to share best practice teaching related to neurodivergence within the wider HE community.

Access resources
View resources, useful for raising awareness and understanding of neurodivergence and positively inform teaching / working practices.

Provide feedback
The Neurodiversity Community of Practice welcomes your feedback on the design and content of this resource bank. Please share your feedback.

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Resource Bank | Submit a Resource | Community of Practice | Useful Websites | Forum

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TikTok - trends start here. On a device or on the web, viewers can watch and discover millions of personalized short videos. Download the app to get started.

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EMERGENCE: Hidden narratives from Neurodivergent social workers

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EMERGENCE: Hidden narratives from Neurodivergent social workers

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About this ItemThe item is a book PaperbackThe Author Name is Kelly Bentley-SimonThe Title is EMERGENCE : Hidden narratives from Neurodivergent social workersCondition NewOther CommentsNew Store StockBecause we have over 2 million items for sale, we have to use stock images, not actual images of the items for sale. Unless explicitly mentioned in this listing, the purchase of this specific item is made with the understanding that the image is a stock image and not the actual item for sale. For example, some of our stock images include stickers, labels, price tags, hyper stickers, obi's, promotional messages, and or writing on the sleeve or disk label. When possible we will add details of the items we are selling to help buyers know what is included in the item for sale. The details are provided automatically from our central master database and can sometimes be wrong. Books are released in many editions and variations, such as standard edition, re-issue, not for sale, promotional, special edition, limited edition, and many other editions and versions. The Book you receive could be any of these editions or variations. If you are looking for a specific edition or version please contact us to verify what we are selling. Gift Ideas This is a great gift idea. Hours of Service We have many warehouses, some of the warehouses process orders seven days a week, but the Administration Support Staff are located at a head office location, outside of the warehouses, and typically work only Monday to Friday. Contact Us Please contact us to check and verify the details of the item before purchasing if there is a specific image, edition, or variation you are looking for. If we have resources available we will share images. Location ID 245ziHaveit SKU ID 153868221Unique Reference Number 2288821232

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EMERGENCE: Hidden narratives from Neurodivergent social workers

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About this ItemThe item is a book PaperbackThe Author Name is Kelly Bentley-SimonThe Title is EMERGENCE : Hidden narratives from Neurodivergent social workersCondition NewOther CommentsNew Store StockBecause we have over 2 million items for sale, we have to use stock images, not actual images of ...

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Accessibility tools for neurodiversity - Microsoft Support

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Learn about accessibility tools for neurodiversity in Windows and Microsoft 365.

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Your subscription means everyone can enjoy the benefits of Read&Write across all platforms including Windows, Mac, Google Chrome, Edge, iPad, and Android.

Our Learning and Training resources for each product can be accessed at any time on our website. Get up to speed with our software through our learning resources, then verify your expertise by taking part in our certification program.

Our support site gives you access to lots of common questions that other users of our software have about the technical stuff. If you can't find what you're looking for there, then our Tech Support team is on hand at support@texthelp.com 9-5pm every day to help with troubleshooting or technical problems.

We're always working on making our products better, so any improvements or enhancements are pushed out automatically to you, there's no upgrading to do on your part.

Plus, coming soon you'll get free access to the Texthelp Academy for how-to information, video tutorials, product webinars and lots more.

All of this is included as part of your subscription. We do not charge any extra for these services.

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assistive technology for special education

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Read&Write For Education - Reading, Literacy & Assistive Software

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Discover the literacy support software that's helping millions of students across North America to read, write and express themselves independently.

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This tool allows easy contrast testing of any content on your screen by using the foreground and background eyedropper tools.

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This tool allows easy contrast testing of any content on your screen by using the foreground and background eyedropper tools.

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Normal Text

The five boxing wizards jump quickly.

Large Text

The five boxing wizards jump quickly.

Graphical Objects and User Interface Components

Web accessibility testing can be difficult! The experts at WebAIM can audit your web site and provide a detailed report to help you remediate accessibility and WCAG compliance issues.

Learn more about WebAIM Evaluation Services

Explanation

Enter a foreground and background color in RGB hexadecimal format (e.g., #FD3 or #F7DA39) or choose a color using the color picker. The Lightness slider can be used to adjust the selected color.

WCAG 2.0 level AA requires a contrast ratio of at least 4.5:1 for normal text and 3:1 for large text. WCAG 2.1 requires a contrast ratio of at least 3:1 for graphics and user interface components (such as form input borders). WCAG Level AAA requires a contrast ratio of at least 7:1 for normal text and 4.5:1 for large text.

Large text is defined as 14 point (typically 18.66px) and bold or larger, or 18 point (typically 24px) or larger.

Hint: Colorzilla is an excellent tool for extracting the color value from any page element. Additionally, WAVE can analyze contrast ratios for all page text elements at once.

Use our link contrast checker to evaluate links that are identified using color alone.

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VHLF Resource on Neurodiversity & Learning Design (Checklist)

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VHLF Resource on Neurodiversity & Learning Design (Checklist)

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A checklist covering the 12 key considerations educators should be aware of to ensure learning is fit for purpose for all learners.

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You may report a resource, for example, if there is an issue with copyright infringement, breach of personal data, factual inaccuracies, typing errors or safety concerns. The type of issue will determine whether the resource is immediately removed from the platform or if the contributor is asked to make amendments. You can report a resource from the resource information page or by contacting the Learning Hub support team.

You can contact the Learning Hub support team by completing the support form or if you have a general enquiry you can email enquiries@learninghub.nhs.uk.

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You may report a resource, for example, if there is an issue with copyright infringement, breach of personal data, factual inaccuracies, typing errors or safety concerns. The type of issue will determine whether the resource is immediately removed from the platform or if the contributor is asked to make amendments.

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VHLF Resources on Neurodiversity in Virtual & Hybrid Learning design (Key Considerations)

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VHLF Resources on Neurodiversity in Virtual & Hybrid Learning design (Key Considerations)

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A resource providing an overview of neurodiversity in virtual and hybrid learning and how as educators you design learning that is suitable for neurodivergent people.

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Jane Daly, NHS England, Technology Enhanced Learning (TEL) Team

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Virtual and Hybrid Learning Faculty (VHLF) – Increasing Your Impact

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Bionic Reading - Fast_Sans font file and HTML code

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Bionic Reading - Fast_Sans font file and HTML code

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Quick way to provide learners with Bionic Reading - No special hardware needed!

Step 1 - users need to install the Fast_Sans font

Step 2 - copy the following HTML code and paste into your HTML editor (Moodle/ Blackboard/ Websites)

<div class="WordSection1"><h5><span style="font-weight: medium;"><span style="font-family:Fast_Sans">

REPLACE THIS TEXT

<span></span></h5>

Step 3 - replace the UPPER CASE text and then save the HTML editor

Step 4 - when others install the FastSans font they will be able to see content in Bionic Reading format

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Guideline for Inclusive Writing and Formatting Documents and presentations

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Guideline for Inclusive Writing and Formatting Documents and presentations

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autismvoice.org.uk autismvoice.org.uk Home Autism Services Training and Courses About Us Autism Voice People Safeguarding Policy Conferences and workshops R ...

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LSBU Critical Autism and Disability Studies (CADS)

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LSBU Critical Autism and Disability Studies (CADS)

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CADS research is participatory and aspires to being emancipatory. The 2021 REF Impact Case Study illustrates the importance placed on usefulness of research outputs. CADS is committed to ensuring a research-informed approach to student experience and curriculum. This is particularly relevant to LSBU's MA Education /Autism /SEND and teacher education and CPD.

The multi-disciplinary inclusive group includes disabled and non-disabled researchers, allies, students, academics and practitioners from within and beyond LSBU. CADS includes a number of high profile Visiting Professors and Fellows and a Writer in Residence.

The group holds events throughout the year, including an international conference in collaboration with The Participatory Autism Research Collective (PARC), which began within CADS and has now extended its reach internationally, Autism Voice and Employment Autism.

PARC provides opportunities for autistic researchers to collaborate, develop and contribute to autism research. Current funded projects focus on autistic adults who have additional intellectual impairments, access to health checks, disability and loneliness and developing research-informed CPD.
Current LSBU Staff Members, students and alumni include:

Prof Nicola Martin

Sophie Mackay

Dr Janice Brown

Prof Shaminder Takhar

Prof Eddie Chaplin

Prof Sally Inman

Prof Deborah Johnston

Zoë Leadley-Meade

Prof Steve Lerman

Dr Calvin Moorley

Dr Martha Shaw

Dr James Smith-Spark

Simon Wickenden

Sandie Woods

Rachael Bond

Francesca Arocas

Dr Sally Brett

Dr Nick Chown

Sarah Hodgson-Jones

Sarah Jackson-Stevens

Mariama Korrca Kandeh

Joanna Krupa

Justyn Mackay

Dr Mickey Mayhew

Dr Damian Milton

Dr Paula Sanchez

Fumi St Marthe

Jonathan Thompson

Richard Woods

Dr Sebastian Shaw

Dr Mary Doherty

Danny Clegg

Denise Schuberg

Dr Ayfer Kahraman

Dr Mike Wray

Dr Cherry Cheung

Sharron Sturgess

Dr Iliyan Stefanov

CADS also have external members not included in this members list.

If you are interested in being a member of CADS, please email krupaj2@lsbu.ac.uk

CADS have regular events, including seminars, conferences and monthly online meetings throughout the year.

Future events:

Summer 2024: Annual Employment and Autism conference

Past events:

24th April 2018 - Autism in the BAME Community Symposium (collaboration Autism Voice)

24th May 2018 - PARC workshop

18th July 2018 - PARC-Critical Autism Studies Conference

2nd April 2019 - Autism and media seminar (collaboration with PARC)

23rd April 2019 - Autism in the BAME Community Symposium (collaboration with Autism Voice)

21st May 2019 - Presenting at Conferences skills development (collaboration with PARC)

4th June 2019 - Third Critical Autism Studies Conference

29th October 2020 - Peter & Friends talk about Covid-19 and having a Learning Disability- online event

24th Feb 2021 - Lorna Wing Project conference - online event

8th June 2021 - Fourth CADS conference - online event

17th October 2021 - Fourth Annual Critical Autism Studies Conference

16th October 2021 - PARC workshop

7th December 2021 - PARC Critical Autism Studies Winter Workshop

25th July 2022 - Autism and Employment Conference: Identifying and removing barriers (collaboration with Employment Autism)

21st June 2023 - Autism and Employment Conference: Transitions (collaboration with Employment Autism; full playlist now available on YouTube)

27thSeptember 2023: Neurodiversity in the BAME Community conference (collaboration with Autism Voice; video recording available here soon)

CADS is involved in a number of research projects, national and international collaborations, including:

The Participatory Autism Research Collective (PARC). PARC began at LSBU and now is recognised internationally with events held across the UK and links in America, Europe, Australia. This can be explored in detail through the official PARC website.

Members have provided advice to: The National Association of Disability Practitioners, Westminster Autism Commission, charities such as Autism Voice and local authorities around the COVID-19 pandemic's impact on autistic people.

CADS has been delivering a successful series of research labs to promote researcher development since 2019.

Funders of research projects include the Society for Research in Higher Education, the John and Lorna Wing Foundation, local authorities, NHS England, National Association of Disability Practitioners and the Cabinet Office.

Autistic Doctors International (ADI). ADI represents a group of over 800 autistic medical doctors with a shared belief that autistic doctors bring a variety of strengths to healthcare, including an array of benefits for autistic patients. Publication list: https://linktr.ee/autisticdoctors

'Psychological' profile of an academic year project (Dr Iliyan Stefanov): https://www.amosshe.org.uk/insight-2013-14-psychological-profile

Disabled Student Commitment - Adjustments Passport Pilot Research Report (PDF File 877 KB)

Some of the noteworthy publications of this research forum includes:

Benoist, F (2019) Student Experience of Accessing Support at University. Journal of Inclusive Practice in Further and Higher Education. 11.1

Fennessy, Jenny et al. Conference Report: Carnival of Invention. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, [S.l.], v. 20, n. 2, May 2019.

Garau, V., Murray, A. L., Woods, R., Chown, N., Hallett, S., Murray, F., Fletcher-Watson, S. (2023) Development and Validation of a Novel Self-Report Measure of Monotropism in Autistic and Non-Autistic People: The Monotropism Questionnaire. https://doi.org/10.31219/osf.io/ft73y

Hodge, N., Douglas, P., Kruth, M., Martin, N., Gowler, K., Smith, C., Sanchez P. and Connol, S. (2021) 'Contemplating educator talk though a Critical Autism Studies lens', in: Milton, D. and Ryan, S. (eds.) Handbook of Critical Autism Studies. London: Routledge (in press)

Johnson, H. et al. (2019) Collaborative Poetics Resource Pack. England: Independent Publishing Network

Leadley-Meade, Z. and Goodwin, R. (2019) Pre-entry self-assessment and mapping to relevant services as a means of developing learner autonomy in undergraduates. Journal of Inclusive Practice in Further and Higher Education. 11.1

Kandeh, M., Kandeh, S., Korrca, M., Martin, N. and Krupa, J. (2020) 'Autism in Black, Asian and Minority Ethnic Communities: A report on The First Autism Voice UK Symposium', Advances in Autism, 6 (2), pp.165-175.

Martin, N., Milton, D., Krupa, J., Brett, S., Bulman, K., Callow, D., Copeland, F., Cunningham, L., Ellis, W., Harvey, T. and Moranska, M. (2019). 'The sensory school: working with teachers, parents and pupils to create good sensory conditions', Advances in Autism, 5 (2), pp.131-140.

Martin, N., Wray, M., James, A., Draffan, E.A., Krupa, J. and Turner, P. (2019) Implementing Inclusive Teaching and Learning in UK Higher Education - Utilising Universal Design for Learning (UDL) as a Route to Excellence. Project report: Society for Research into Higher Education

Martin, N. (2019) 'Pastoral care and intellectual disability. A person-centred approach', Disability and Society, 34 (3), pp. 508-509.

Martin. N. (2020) Perspectives on UK university employment from autistic researchers and lecturers. Disability and Society, 36(9), pp. 1510-1531.

Martin, N. (2020) University through the eyes of autistic students and staff. In: Milton, D. (Ed) The Neurodiversity Reader: Exploring Concepts, Lived Experience and Implications for Practice. Hove: Pavilion.

Martin, N. (2020). A Practical Response to Ableism in Leadership in UK Higher Education. in: Brown, N. (Ed) Ableism in Academia, UCL Press.

Martin, N. (2020). Practical Scholarship: Optimising Beneficial Research Collaborations Between Autistic Scholars, Professional Services Staff and 'Typical Academics' in UK Universities. In: Rosqvist, H., Chown, N. and Stenning, A. (Eds) Neurodiversity Studies: A New Critical Paradigm. Abingdon: Routledge.

Martin, N; Peacock, B(2020)Continuing the education of autistic pupils while focusing on family wellbeing during the Coronavirus Pandemic. Good Autism Practice (GAP), Volume 21, Number 2, October 2020, pp. 5-10(6).

Martin, N. and Cannon, H. (2020) Studying during the COVID-19 (Coronavirus) pandemic: suggestions for autistic university students. Journal of Inclusive Practice in Higher Education (JIPFHE). 11.2

Martin, N. (2021) University Design for Learning (UDL) in Higher Education: A UK, USA Comparison. Journal of Inclusive Practice in Further and Higher Education. Issue 13.1. pp 20-49

Milton, D. and Martin, N. (2019). First and Second special editions on autism and education (eds). Advances in Autism

Milton, DEM and Martin, N (2019) Guest editorial. Advances in Autism, 4. 153-154.

Milton, D and Ridout, S and Kourti, M and Loomes, G and Martin, N (2019) A critical reflection on the development of the Participatory Autism Research Collective (PARC). Tizard Learning Disability Review,

Sturgess, S & Banks, Z. (2021) "More More - continue to run this!" Reflections on an online social group for autistic students: a pilot as a response to the social restrictions of Covid-19. Journal of Inclusive Practice in Further and Higher Education. Issue 13.1. pp 90- 103.

Sturgess, S. (2020) The development of good practice principles for supporting students with autism to work with their peers, The Ahead E-Journal, 11 (3), pp. 1-6. https://www.ahead.ie/journal/The-development-of-good-practice-principles-for-supporting-students-with-autism-to-work-with-their-peers

Woods, R. (2017) Pathological demand avoidance: my thoughts on looping effects and commodification of autism, Disability & Society, 32(5), pp 753-758, DOI: 10.1080/09687599.2017.1308705

Woods, R. (2017) Exploring how the social model of disability can be re-invigorated for autism: in response to Jonathan Levitt, Disability & Society, 32(7), pp 1090-1095, DOI: 10.1080/09687599.2017.1328157

Woods, R., Milton, D., Arnold, L. & Graby, S. (2018) Redefining Critical Autism Studies: a more inclusive interpretation, Disability & Society, 33(6), pp 974-979, DOI: 10.1080/09687599.2018.1454380

Woods, R., Williams, K. and Watts, C. (2023), "Profound autism": The dire consequences of diagnostic overshadowing. Autism Research, 16, pp 1656-1657. https://doi.org/10.1002/aur.2985

Wray, M. and Houghton, A.M., 2019. Implementing disability policy in teaching and learning contexts-shop floor constructivism or street level bureaucracy? Teaching in Higher Education, 24(4), pp.510-526.

Wray, M., 2021. Additional support services and the utilisation of teaching assistants in university settings: dissuading inclusive practice or improving academic outcomes? Support for Learning, 36(1), pp.102-115.

Wilson, L., Martin, N. Conway, J. and Turner, P. (2020) The Wellbeing of Disability Professionals in the Further and Higher Education Institution Workplace. NADP report.

LSBU staff that are members of this forum are happy to supervise projects in relevant areas of research. If you are interested in applying for a masters or doctoral degree at LSBU on this theme, get in touch with the following academics listed below:

MA Education /Autism/ SEND - Sophie Mackay: mackays@lsbu.ac.uk

EdD Inclusive Education and Social Justice - Dr Martha Shaw: shawm7@lsbu.ac.uk

MRes and PhD - Dr Sam Johnson-Schlee johnss32@lsbu.ac.uk

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Critical Autism and Disabilities Studies

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CADS research is participatory and aspires to being emancipatory. The 2021 REF Impact Case Study illustrates the importance placed on usefulness of research outputs. CADS is committed to ensuring a research-informed approach to student experience and curriculum. This is particularly relevant to LSBU's MA Education /Autism /SEND and teacher education and CPD.

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Irlen Overlays are the original colored overlay technology. They are used by hundreds of thousands of students and over one-million people worldwide. Irlen Overlays are the only colored overlays available backed by more than a decade of scientific research and used by more than 4,000 school districts worldwide.

Colored overlays are most effective for individuals whose difficulties are isolated to reading. If you experience challenges with writing, math, depth perception, night driving, or the environment, colored filters (worn as glasses) will be your best treatment option. However, colored overlays are an important first step in determining whether the Irlen Method can work for you and provide your first experience with relief.

Colored Overlays can help

Improve print clarity and stability

Reduce strain and fatigue

Eliminate headaches

Improve comprehension

Tracking and keeping your place while reading

Make reading faster

Allow you to read longer and with comfort

Our Irlen Colored Overlays are now available in two different forms to best fit your daily needs:

1. Original Irlen Colored Overlays work great for placing over paper and books. Shop Irlen Colored Overlays

2. Irlen Clings TM is our solution for computer screens, iPhones, iPads, eReaders, and other electronic screens. People often ask what is the clings meaning. With an optical-grade clear adhesive, Irlen Clings adhere to screens, while providing the same Irlen Colored Overlay protection you know and love. Shop Irlen Clings

"The use of Irlen Colored Overlays and filters may provide the fighting chance many at-risk readers deserve."
- The Reading Teacher. William Henk, Ed.D, Associate Professor of Education and Reading Pennsylvania State University.

Colored Overlays Work

"After 3 months of using Irlen Colored Overlays, students demonstrated significant improvement in reading achievement with gains between 1 year 8 months to 2 years 8 months."
- Australian Journal of Learning Disabilities

"Our research has shown an immediate and significant increase in reading speed using colored overlays."
- Applied Psychology Unit, Cambridge University

What are Overlays?

Irlen Colored Overlays are transparent colored plastic sheets that come in ten different colors ranging from yellow to blue overlays for reading (see below for a list of Irlen-specific overlay colors). A colored overlay (or colour overlay as they are known in the UK) is primarily designed for use on the printed page and screens to improve comfort, clarity, and stability of print when reading. This is different from Irlen Filters that are worn as glasses or contact lenses and are designed to reduce stress on the brain as it tries to process light and visual stimuli.

How to Know if Colored Overlays Can Help You?

The best way to know whether using a blue overlay for reading (or some other color) could help make reading easier and more comfortable for you is to start with a self-test. Sometimes called a scotopic sensitivity syndrome test, our self-test will let you know if the issues you are experiencing are related to the specific type of visual processing problem that colored overlays can help. Remember, colored overlays for reading are not a solution for all reading problems, only those that are caused by the brain's inability to process light efficiently.

Colored Overlays for Dyslexia

People often think they can use colored overlays for dyslexia. In fact, you might see people advertising colored overlays for dyslexia, or blue dyslexia overlays, but people should be wary of anyone suggesting how to use colored overlays for reading if someone has dyslexia. Colored overlays are not a solution for dyslexia. Colored overlays are a solution for a specific type of visual processing problem. Dyslexia is a language processing problem, not a visual processing problem, so colored overlays are not an appropriate solution for dyslexia. A dyslexia blue overlay is not something either dyslexia experts or visual processing experts would recommend. People with dyslexia have a phonological processing deficit, meaning they have a hard time connecting what a letter looks like with the sound that letter makes. Dyslexia can cause reading difficulties, but colored overlays won't make reading easier for someone with dyslexia, unless they also have a visual processing problem. It is common for people with dyslexia to also have a visual processing problem like Irlen Syndrome or Visual Stress. Research suggests that more than a third of people with dyslexia also have Irlen Syndrome or Visual Stress, and colored overlays can be a good solution to address the visual processing part of their reading difficulties. Learn more about the differences between dyslexia and visual processing problems like Irlen Syndrome and Visual Stress here: https://www.irlensyndrome.org/irlen-vs-dyslexia/

Colored overlays are a good solution for visual processing problems like Irlen Syndrome and Visual Stress. People with Irlen Syndrome and Visual Stress have a hyperactive visual cortex. The part of their brain that processes visual information works too hard to try and make sense of the visual signals it receives. Symptoms of Irlen Syndrome and Visual Stress are visual distortions like words moving or blurring when trying to read, and physical discomfort like eye-strain or headaches. These types of distortions and discomfort can lead to reading difficulties that include reduced reading speed, slow or choppy reading, poor comprehension, and difficulty with sustained reading. Colored overlays are a helpful solution for the kinds of reading difficulties associated with Irlen Syndrome and Visual Stress, because they reduce visual distortions and discomfort when reading. Reading on computer screens can also be difficult for people with Irlen Syndrome and Visual Stress. Computer screen overlays, work the same way as colored overlays for the printed page, and can be very helpful at reducing strain, fatigue, and reading difficulties when working on the computer. Colored overlays come in ten colors: turquoise, blue-gray, aqua, grey, rose, peach, goldenrod, yellow, purple and green overlays for reading.

Colored overlays can be a helpful first line of defense for the visual distortions and physical discomfort that reading can cause, but colored lenses are even better. Irlen Spectral Filters are individualized, precision-tinted, colored lenses that are tailored specifically for your brain. Unlike colored overlays, Spectral Filters, worn as glasses or contact lenses, can help with light sensitivity, depth perception, anxiety, headaches, migraines, and attention difficulties. Wearing colored lenses keeps your brain calm all the time, not just when looking at a page or a screen. Because Irlen Spectral Filters are specialized colored lenses that are tailored specifically for you, they can address all of your symptoms, not just the ones you experience when reading. If you find that colored overlays help you with any of your reading difficulties, colored lenses will give you an even better result. Caution: Do not buy glasses to match your overlay color. Colored lenses work differently than colored overlays, and the color required will be different. Tinting glasses the same color as your preferred overlay can cause an increase in symptoms, strain and fatigue, and visual distortions.

How Colored Overlays Help Visual Stress and Irlen Syndrome

People who suffer from visual processing problems like Visual Stress and Irlen Syndrome have brains that are hyper-reactive to visual stimuli, high contrast, and bright lights. Looking at black print on a white page causes too much activity in the visual cortex, and this over-activity causes a variety of physical and perceptual symptoms that can lead to reading difficulties, and even affect reading speed and comprehension. Colored overlays reduce the amount of contrast on the page, making it less stressful for the brain to look at. By reducing over-activity in the brain, colored overlays can reduce or eliminate visual distortions like moving or blurry print and improve comfort, reading speed, comprehension, and ability for sustained attention when reading. Reading should be easy, not hard. Reading should be comfortable, not painful, exhausting, or make you feel sick. When reading, the page should look the same when you stop as it did when you started, and you should feel the same too. If reading puts you to sleep, that's a problem. If reading makes your eyes hurt, that's a problem. If reading makes you feel anxious, sick, or exhausted, that's a problem. Colored overlays are a good first step to addressing symptoms of Irlen Syndrome and Visual Stress that happen on the page or screen.

Choosing the Right Colored Overlays

A certified Irlen Screener or Diagnostician can determine the best overlay color for you. Using a systematic assessment protocol, these professionals can best determine which overlay color, or combination of colors, will provide you with optimal comfort and task performance. During a formal assessment, specifically designed tasks will provide a comprehensive list of symptoms and difficulties that your assessor will address with the right combination of colored overlays. If you are seeking optimal benefits from colored overlays, a visit with a trained professional is the best choice for determining your overlay color(s). As a general rule, choosing your own overlay color is not recommended; however, if you are looking to see if color might be a good solution for you, testing out colored overlays on your own can be helpful. Remember, colored overlays are only the first step in the Irlen Solution.

How Colored Overlays Help with Visual Distortion

Why do colored overlays stop visual distortions and make it easier to look at the printed page? Colored overlays reduce or eliminate visual distortions on the printed page in two ways: 1) by reducing contrast and 2) by changing the timing of the visual signals being sent to the brain.

Reducing Contrast: People with visual processing problems like Irlen Syndrome and Visual Stress have brains that overreact to high contrast (like black print on white paper) and brightness. The white page can feel excessively bright and uncomfortable to look at, and print can start to move or distort on the page. The right color will eliminate the white background and reduce contrast on the page, making it easier and more comfortable for someone with Irlen Syndrome and Visual Stress to look at.

Timing of Visual Signals: When we look at something, our eyes capture an image that is translated into electrical signals that are then sent to the visual cortex in the brain. People with Irlen Syndrome and Visual Stress receive visual signals to the brain that are out of sync. Colors are simply light traveling at different speeds. When you change the color of the page, you change the speed at which that visual information travels to the brain. Colored overlays help synchronize the visual signals being sent to the brain, so the brain can process those signals properly.

Timing is Everything. As in life, when it comes to visual processing, timing is everything. When visual signals are out of sync, the brain has to work harder to make sense of those signals, and brain function is negatively affected. Colors are just light traveling at different speeds to the brain. Changing the color of what you are looking at changes the speed at which that information travels to the brain. Even small changes in color can make big differences in terms of how the brain processes the visual information it receives. This is one reason why colored overlays aren't the ultimate solution for people with Irlen Syndrome and Visual Stress. Colored overlays are limited in terms of how much improvement and relief they can offer. While colored overlays are an excellent low-cost, temporary or introductory solution for the printed page, for optimal relief and improvement, individualized spectral filters (worn as colored glasses or contact lenses) are the best solution. Unlike colored overlays, spectral filters are precision-tinted specifically for your brain to adjust the visual signals exactly the way your brain needs without changing the color of what you're looking at.

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The Irlen Method uses color overlays and filters to help people with autism, reading problems, light sensitivity, migraine headaches, dyslexia and head injuries improve reading, comprehension and concentration.

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At Genius Within we stand proudly at the intersection of lived experience and expertise. As both a neurodivergent led and owned business, and by being experts in our field, we have made it our life's work to help neurodistinct individuals access their inner genius and be at their best at work.

Our team of highly qualified Occupational Psychologists, workplace coaches and HR experts understand what works, not only because 68% of us are neurodivergent/disabled ourselves, but also from decades of research and experience with clients.

Our evidence based approach and consistent results have made us leaders in our industry. Whether you are an individual, or organisation of any size, we can provide specialist support.

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Passionate about Neurodiversity - Genius Within

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At Genius Within we stand proudly at the intersection of lived experience and expertise. As both a neurodivergent led and owned business, and by being experts in our field, we have made it our life's work to help neurodistinct individuals access their inner genius and be at their best at work.

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Redefining Dyslexia - useful guidance and resources

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Redefining Dyslexia - useful guidance and resources

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This page lists neurodiversity-related accessibility tools to help all Microsoft Windows and Microsoft 365 users. We make the content accessible for people with a health condition such as dyslexia, seizures, autism, ADHD, or other cognitive disabilities.

Set up Windows to fit your needs

Improve reading comprehension and writing skills

Read without distractions and customize your reading experience

Stay focused and organized

Use your keyboard effectively

Other helpful tools

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Accessibility tools for neurodiversity - Microsoft Support

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Learn about accessibility tools for neurodiversity in Windows and Microsoft 365.

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TextHelp Read & Write FREE Google Chrome Plugin

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TextHelp Read & Write FREE Google Chrome Plugin

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Web AIM Accessibility resources - Contrast Checker

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Web AIM Accessibility resources - Contrast Checker

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Normal Text

The five boxing wizards jump quickly.

Large Text

The five boxing wizards jump quickly.

Graphical Objects and User Interface Components

Web accessibility testing can be difficult! The experts at WebAIM can audit your web site and provide a detailed report to help you remediate accessibility and WCAG compliance issues.

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Explanation

Enter a foreground and background color in RGB hexadecimal format (e.g., #FD3 or #F7DA39) or choose a color using the color picker. The Lightness slider can be used to adjust the selected color.

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Large text is defined as 14 point (typically 18.66px) and bold or larger, or 18 point (typically 24px) or larger.

Hint: Colorzilla is an excellent tool for extracting the color value from any page element. Additionally, WAVE can analyze contrast ratios for all page text elements at once.

Use our link contrast checker to evaluate links that are identified using color alone.

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How can we create accessible and inclusive learning environments for neurodivergent students?

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How can we create accessible and inclusive learning environments for neurodivergent students?

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accessibility-checker · GitHub Topics

Promoting disability inclusion

Accessibility Technology & Tools | Microsoft Accessibility

design-resources-for-developers

bradtraversy/design-resources-for-developers: Curated list of design and UI resources from stock photos, web templates, CSS frameworks, UI libraries, tools and much more (github.com)

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A curated list of the best design resources handpicked from around the web.

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GitHub - ediblecode/accessibility-resources: A curated list of accessibility resources

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A curated list of accessibility resources. Contribute to ediblecode/accessibility-resources development by creating an account on GitHub.

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Designing accessible services: General guidance on how to design more accessible services. The guidance covers best design practices for users from these areas: low vision, D/deaf and hard of hearing, dyslexia, motor disabilities, users on the autistic spectrum and users of screen readers. The guidance is also available in a poster set available to download as a PDF (1.2mb). 

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Designing accessible services: General guidance on how to design more accessible services. The guidance covers best design practices for users from these areas: low vision, D/deaf and hard of hearing, dyslexia, motor disabilities, users on the autistic spectrum and users of screen readers. The guidance is also available in a poster set available to download as a PDF (1.2mb). 

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GitHub - Heydon/inclusive-design-checklist: Aims to be the biggest checklist of inclusive design considerations ever

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Aims to be the biggest checklist of inclusive design considerations ever - Heydon/inclusive-design-checklist

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General guidance on how to design more accessible services

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General guidance on how to design more accessible services

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General guidance on how to design more accessible services. The guidance covers best design practices for users from these areas: low vision, D/deaf and hard of hearing, dyslexia, motor disabilities, users on the autistic spectrum and users of screen readers.

The guidance is also available in a poster set available to download as a PDF (1.2mb). You can help us make the guidance better on GitHub.

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Home Office Digital, Data and Technology

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Set of posters to help people design accessible services

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As part of our ongoing commitment to raise awareness of dyslexia and specific learning difficulties, the British Dyslexia Association has a comprehensive training programme. We deliver our expert training in a number of formats so that you can find a session to suit your needs, whether you are an organisation aiming to raise dyslexia awareness among your workforce or a dyslexia professional looking to gain a Level 7 accreditation and everything in between.

Live Virtual Training

We provide a rolling programme of free live information webinars to members of the public to raise awareness about supporting individuals with specific learning difficulties.

We also run live half and full day virtual training courses on specific topics:

Modules which can lead to an Accredited Level 2 or Level 3 qualification, suitable for any attendees including parents, carers, teachers, employers and professionals

CPD tailored towards specialist teachers and assessors in particular.

You can see our programme of live events here.
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We provide live information webinars, virtual training and in-person sessions about dyslexia, dyscalculia and supporting individuals with specific learning difficulties to a broad range of organisations:

Workplaces

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Charities and public sector organisations

This can include modules of our accredited training or professional CPD. We can schedule these sessions at times to suit you and can tailor this private training to be relevant to the needs of your delegates. You can see our price list here. To book a bespoke training session for your organisation please email us at onsitetraining@bdadyslexia.org.uk

Accredited Training

We provide gold standard accredited training courses which are delivered online including:

Level 7 Diploma in Dyslexia Assessment and Intervention

Level 5 Certificates in Dyslexia; Literacy, Support and Intervention and in Dyscalculia and Maths Learning Difficulties; Support and Intervention

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Level 3 Various which can be undertake module by module

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We provide a comprehensive programme of eLearning/online training modules on specific topics:

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Please note: Access to eLearning/online modules are released on the first Thursday following the submission of your booking; and more specifically, providing payment has been made before the allotted time. eLearning modules will automatically expire after 3 months, from the date that the module has been released.
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If you have any problems with the booking process please email us: training@bdadyslexia.org.uk
Professional Members Only - to book your discounted eLearning modules please email us at: elearning@bdadyslexia.org.uk

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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We’re here to help people with ADHD Thrive. Positively changing what it means to have ADHD in the UK if not the world.

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Autism is a lifelong developmental disability which affects how people communicate and interact with the world. There are approximately 700,000 autistic adults and children in the UK.

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National Association of Disability Practitioners

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National Association of Disability Practitioners

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Why join NADP?

NADP is the Professional Association for disability and inclusivity practitioners in the further and higher education sector. NADP provides codes of practice, peer support, conferences and education events, a legal helpline service and much more.

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NADP is the Professional Association for disability and inclusivity practitioners in the further and higher education sector. NADP provides codes of practice, peer support, conferences and education events, a legal helpline service and much more.

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Facebook Group Link: https://www.facebook.com/groups/268064612464679/

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The 12 Principles of Multimedia Learning

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The 12 Principles of Multimedia Learning

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Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).

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How to Support Neurodiverse Learners (PDF)

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How to Support Neurodiverse Learners (PDF)

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ACAS Guidance for Neurodiversity in the Workplace

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ACAS Guidance for Neurodiversity in the Workplace

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Guidance: Designing Learning for Autistic and Neurodiverse Students | OpenTEL

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Guidance: Designing Learning for Autistic and Neurodiverse Students | OpenTEL

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Autism and neurodiversity
Autism and neurodiversity are labels used to describe people who have certain differences in the way in which they think and in the way they interact with society. Typically, people on the autism spectrum may be less aware of, bound by, aligned to or responsive to societal expectations or constraints. This different way of thinking can be an enormous strength, and some great thinkers and innovators are autistic. However, this can lead to challenges for autistic people, especially in settings like the workplace and education, where specific things are expected that might not align with an autistic person's skills or abilities.

This guide aims to help raise awareness of some of the differences autistic people may experience, and to help educators design learning, activities, tutorials and assessment that can help autistic students demonstrate their potential on a more level playing field. It was collaboratively created with autistic people (OU staff and students.)

Terminology
Language and terminology used to describe autism is highly debated, so we start with a note on the definitions and terminology chosen for this guidance.

Autism is a catch-all name for a spectrum of social and learning differences. Some resources refer to autism spectrum 'disabilities', 'disorders', 'developmental issues' or 'conditions', but these have been criticised for positioning autism as negative or something that needs to be fixed, using a 'deficit model' and positioning autistic people as 'not normal'. Studies have suggested that the terms 'autistic', 'autism' and 'the autism spectrum' are preferred by autistic people (e.g. Kenny et al, 2015), so we use these terms in this guidance. Additionally, whilst the diagnosis Asperger's Syndrome is no longer given you might find students using this term (Asperger's Syndrome is a type of autism.)

Neurodiversity is a wider term that relates to autism, AD(H)D and some other differences, and works to recognise and celebrate differences as normal, natural variations in human genomes. In this guidance we follow these principles.
There is a debate around inclusive language models, particularly whether 'person first' (i.e. 'person with autism') or 'identity-first' (i.e. 'autistic person') language is preferable. Studies suggest that identity-first language is preferred by most autistic people and their families, so in this guide we use we use identity first language throughout. Figure 1: diverse minds

Don't generalise
All autistic people are different. Societal generalisations about autism, such as that 'autistic people don't make eye contact', or 'autistic people are hyper-intelligent' are only true for certain people, often not the majority. These stereotypes can be distressing to the student, and can damage their chances of success in education, if a one-size-fits-all approach is taken. It is always best to ask the student about their needs, and then arrange for adjustments to suit the student. This guidance lays out some common adjustments and considerations, but these are by no means an exhaustive list.

Avoid figurative language
It is well documented that many people on the autism spectrum can struggle with figurative language, such as metaphors, similes and irony, and may interpret literally spoken or written language that has intended nonliteral meanings. This means, when you're teaching or writing, make sure your language is easy to understand and that there aren't any hidden or implied meanings, things that neurotypical students would understand, thus placing autistic students at a disadvantage. In your own communications be as explicit as possible. For example, if expecting students to complete a task, it is better to state what exact outcomes you require, e.g. rather than saying "Research X topic", say "Spend thirty minutes reading about X topic and write down some notes summarising your reading." Executive functioning can be difficult for many autistic people, so being clear about how long tasks should take is beneficial.

Design for anxiety
Autistic people may get anxious or upset about unfamiliar situations and social events. They request detailed information well in advance so they can visualise the situation (be it a tutorial, event or course) and plan it in advance, or may prefer to avoid them altogether. Educators should aim to provide this information as far as possible, and should be understanding if an autistic student chooses not to participate. Give as much information as possible to reduce anxiety. For example, at the start of a tutorial state when breaks will be, when questions should be asked and what tasks are going to be undertaken during the session.

'Stimming' can be a useful coping mechanism for autistic students, particularly when they are anxious or feeling under pressure. Stimming is a repetitive action that can calm or sooth; whilst many non-autistic people will stim by fiddling with pens or their hair, autistic people may exhibit more unusual actions, with common stims including flapping hands, rocking, rubbing a leg or arm, spinning, or repeating specific words or phrases. Stimming is extremely normal, and educators in a classroom environment should ensure that autistic students feel comfortable if they do need to stim, and that other students don't feel threatened or concerned if one of their peers stims. Specifically, you should not try to stop or distract a person from stimming as this will usually increase their anxiety.

Educators should also try to design learning so it doesn't provoke unnecessary anxiety. Activities such as ice breakers are particularly likely to be anxiety-inducing and should be designed so that they don't put students on the spot, or necessitate eye contact, verbal contribution or proximity to other students. Assessments can also provoke anxiety; educators should endeavour to make assessments as inclusive as possible, and work to support students in the run up to summative assessments with adjustments such as practice sessions or exemplars (please note, this does not give autistic students an unfair advantage, it merely levels the playing field.)

Inclusive collaborative work
Collaborative work can be challenging for many students. Students with and without disabilities have reported feeling anxious about working with others, unsure about how roles and workloads are to be allocated, frustrated when others don't work in the way they need or expect, and unhappy about how this affects their final grade. Autistic students can be particularly affected by this, and they have the right (under the Equality Act 2010) to request adjustments to the way they are required to engage in groupwork, including an alternative activity if necessary.

If group or paired work will be part of a session, keeping working partners the same throughout, or offering an individual activity as an alternative, may help. Be explicit up front about how this will work and don't insist that the groupings are constantly changed between activities.

As educators, there are two areas we can support students: firstly, by designing groupwork to be as inclusive as possible so it is less likely to be an issue for students, and secondly, by being flexible and making adjustments to groupwork activities if they are required. McPherson et al have detailed guidance on designing and delivering inclusive groupwork, available on the IncSTEM project website.

Adjustments to reflective activities
We know autistic people have different ways of thinking and experiencing the world. Studies have suggested that some autistic people think more visually than verbally, thinking more 'in pictures' than using an 'inner voice', whilst others may have a reduced ability to visualise. Verbal processing may be delayed, with more time and energy needed to process verbal information, so allow them space to do this. Diversity in thinking is clearly a strength and something to be celebrated, but tasks and activities involving written or oral reflection can be challenging for autistic students who have less experience using an 'inner voice', and we often receive requests for adjustments for reflective activities.

When making an adjustment to a reflective activity, it's best to speak to the student and find out what would be most suitable for them. A typical alternative is asking students to produce a factual account rather than a reflective account and then asking the student certain questions to guide them to reflect on it. This can result in a strong reflective account, and can help the student gain valuable skills. Another option is to ask for a visual representation of the reflective account, such as a mind map, timeline, or other form of representation. It is important to consider that the student may have had negative experiences in the past, and terms like 'reflection' can provoke extreme anxiety or stress, so understanding, empathy and kindness will go a long way.

When designing a reflective activity or assessment, consider the language you use and try to build in flexibility. Terms like 'reflection' can be very loaded and distressing for students, so it's good to define clearly what they mean in your particular context. Also, try not to mandate a written account if an oral or visual account would also meet the learning outcomes.

Avoid overstimulation
Autistic people can find bright lights, strong odours, garish colours or loud, repetitive or continuous noises stressful or uncomfortable. At times this can become overwhelming, and the person may need to stim or remove themselves from the environment. Knowing how and when it's ok to leave a group can be stressful, so ensure they are able to do this with a minimum of disruption.

Educators should try to avoid these kinds of sensory antagonisms. In designing course materials, try to adopt soothing colour combinations and avoid too many bright, clashing or garish colours. Some studies suggest yellow is a particularly problematic colour, but further research is needed. Similarly, when creating podcasts or multimedia learning resources, try to avoid loud or relentless noises, and when arranging a physical learning environment (such as a classroom) try to consider lighting and décor as well as giving the student opportunity to choose their own seating to reduce stimuli.

Support behaviour decoding
Autistic people may communicate and interact with people in ways that are different from what society categories as normal or socially acceptable. This can lead to frustrations, misunderstandings, and can mean autistic people feel anxious about social interaction. As part of this, autistic people can sometimes (although not always) find it hard to intuit how other people are thinking or feeling, and may have learned to decode behaviour and facial expressions to compensate for this. Educators should be aware of this, and if an autistic student requests things that would help (having the video function on during Skype calls, for example) they should do their best to support them.

Avoid timed information assimilation activities
Autistic students (and students with a variety of additional needs or disabilities) may take a different length of time to understand or assimilate information; they may be faster or slower than neurotypical students, depending on the student or the type of information. As part of creating an inclusive learning environment, educators should be aware of this and should not expect information to be assimilated in a timed context.

Clothing and presentation
Autistic students may find a particular outfit, style or colour makes them feel more comfortable, so educators should avoid making judgements or avoid drawing attention to the student if they often wear the same clothes, or if they wear something different from the usual style expected of students. This may also be linked to sensory overstimulation, and some students may find formal clothes excessively uncomfortable.
Autistic people can sometimes present in their communication style differently - i.e. using repetitive phrases, overly formal language or pauses, and should be given time to respond and not made to feel awkward or different. Also, if they are studying something of particular interest to them, they may appear to become obsessive about a particular topic and want to discuss it at length. This can be difficult for tutors and in the tutorial environment.

Additionally, studies have suggested that a higher number of autistic people may be gender-fluid, transgender or non-binary (enby), when compared to the neurotypical population. Therefore, as part of a wider commitment to equality, diversity and inclusion, educators should work to ensure that their learning environments are safe spaces for students to present in different gender identities, and that other students are similarly understanding and welcoming.

Masking and mental health
Many autistic people learn to hide or 'mask' their challenges, and this means that they may be struggling in ways that are not apparent to others. Don't judge their need for support, or assume everything about your learning environment is fine with them, based on your own observations. Autism is about the student's experience of the world, not how the world experiences the student.

Masking can consume a vast amount of energy and over time this can be detrimental to their mental health. For this reason, they may need to chunk learning down into smaller pieces and take regular breaks; 'intensive' programmes may not be suitable. On the other hand, an obsessive special interest may need to be indulged intensively, with time to rest and recuperate afterwards. Check in regularly with the student in a way that doesn't make them feel singled out. Ensure that all students are aware of any sources of pastoral support for their mental health.

Feedback on this guide
This guide was collaboratively created with a range of OU staff and students; people with lived experience of autism and of supporting autistic people in learning, and people with research expertise in autism in higher education contexts. We recognise that there are many other perspectives to explore, so if you would like to give feedback or add additional information to this guide, please contact kate.lister@open.ac.uk.
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Guidance: Designing Learning for Autistic and Neurodiverse Students

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Autism and neurodiversity Autism and neurodiversity are labels used to describe people who have certain differences in the way in which they think and in the way they interact with society. Typically, people on the autism spectrum may be less aware of, bound by, aligned to or responsive to societal expectations or constraints.

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Transforming Educational Environments for Neurodiverse Learners in the US (linkedin.com)

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Transforming Educational Environments for Neurodiverse Learners in the US (linkedin.com)

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In the evolving discourse surrounding education and individual differences, the concept of neurodiversity has emerged as a pivotal framework for understanding and appreciating the wide range of human brains and cognitive styles. Neurodiversity recognizes neurological differences as normal variations in the human genome, including conditions such as autism, ADHD, dyslexia, and others, which were previously perceived in a deficit-focused light. This perspective shifts the focus from pathology to diversity and strengths, advocating for environments that celebrate and support all forms of neurocognitive functioning.

Despite increasing awareness, the current state of educational environments often falls short of supporting neurodiverse learners. The traditional education system in the US, with its one-size-fits-all approach, frequently marginalize students who deviate from the neurotypical learning style. This not only hampers the academic and social development of neurodivergent students but also overlooks the unique perspectives and skills they bring to the classroom. The National Center for Learning Disabilities (2021) reports that students with "specific learning disabilities" drop out of high school at nearly three times the rate of their neurotypical peers, underscoring the urgent need for systemic transformation.

Moreover, the lack of understanding and accommodation for neurodivergent learners often leads to "underachievement" and mental health challenges. According to the Centers for Disease Control and Prevention (CDC, 2020), children with ADHD, for instance, are more likely to experience difficulties with academic performance, neurotypical social interactions, and emotional regulation. Similarly, the International Dyslexia Association (2021) highlights that without appropriate instructional strategies, students with dyslexia are at risk for "reading failure," impacting their academic success and self-esteem.

The aim of this article is to explore strategies for transforming educational settings into inclusive spaces that recognize and celebrate neurodiversity. By reimagining educational practices, policies, and environments, we can create a landscape where neurodivergent learners are not only accommodated but truly thrive. The journey toward inclusive education requires a collaborative effort among educators, policymakers, families, and communities to dismantle barriers and cultivate an environment where diversity in learning is not just accepted but valued.

Understanding Neurodiversity in Education

The term "neurodiversity" was coined in the late 1990s by Australian sociologist Judy Singer, and it has since transformed our understanding of neurological differences. It posits that variations in the human brain regarding sociability, learning, attention, mood, and other mental functions are part of the natural diversity of the human species. This perspective challenges the traditional pathology-oriented view of neurological conditions, advocating instead for acceptance, support, and appreciation of these differences.

Neurodiversity encompasses a broad spectrum of neurocognitive variations, including, but not limited to autism, ADHD, and learning differences.

From a neurodiversity perspective, these conditions are not deficits to be treated or fixed but variations that should be respected, just like any other human difference. This view emphasizes the need for educational and social environments to adapt to the diverse needs of neurodiverse individuals, rather than expecting them to conform to a narrow definition of normalcy.

Understanding neurodiversity requires a paradigm shift in how society views neurological differences. It calls for moving away from a deficit-based approach towards a strength-based approach that values the unique contributions of neurodiverse individuals. By embracing this perspective, we can create more inclusive, supportive, and empowering environments for everyone, celebrating the rich tapestry of human cognition and learning.

Challenges Faced by Neurodiverse Students

In traditional educational environments, neurodiverse students often encounter a myriad of challenges that can impede their academic and social development. These challenges arise from a fundamental mismatch between the neurodiverse students' unique learning needs and the conventional approaches employed in most educational settings. Understanding these barriers is the first step toward creating more inclusive and supportive educational systems.

One of the most significant barriers is the prevalence of rigid, one-size-fits-all teaching methods. Traditional classrooms often rely on uniform teaching techniques, assessment methods, and expectations that do not accommodate the diverse ways neurodivergent students process information, express themselves, and engage with learning materials. For example, students with dyslexia may struggle with standard reading and writing tasks, while those with ADHD may find traditional classroom settings overly restrictive, hindering their ability to concentrate and participate effectively.

A lack of understanding and awareness about neurodiversity among educators and administrators contributes to environments that fail to support neurodivergent students adequately. Without comprehensive training on neurodiversity, educators may inadvertently misinterpret neurodivergent students' behaviors, learning styles, and communication methods. This gap in understanding can lead to inappropriate responses to the students' needs, such as penalizing students for behaviors related to their neurological differences instead of providing the necessary accommodations and support.

Social stigma surrounding neurological differences is another pervasive challenge. Neurodivergent students often face misconceptions, stereotypes, and prejudice from peers and even educators, administrators, and school leadership. This stigma can lead to social isolation, bullying, and a diminished sense of belonging within the school community. The internalization of negative societal attitudes can also impact neurodivergent students' self-esteem and mental health, further exacerbating their challenges in educational settings.

Traditional curricula and assessment methods are often inflexible, not reflecting the diverse strengths and challenges of neurodivergent students. Standardized tests and rigid curriculum requirements disadvantage students with learning and attention differences, who might excel in areas not measured by these assessments. The lack of alternative pathways and differentiated assessment strategies means that the unique abilities and potential of neurodivergent students remain unrecognized and underdeveloped.

Finally, neurodivergent students frequently encounter obstacles in accessing necessary accommodations and resources. Even when educators are aware of a student's needs, bureaucratic hurdles, limited resources, and insufficient training on implementing accommodations can hinder their effective application. This lack of support not only affects academic achievement but also students' overall well-being and their ability to navigate the educational system successfully.

Addressing these challenges requires a concerted effort to shift educational paradigms toward more flexible, inclusive, and understanding approaches that recognize and celebrate the strengths and potential of neurodivergent students. By transforming educational environments to better accommodate neurodiversity, we can ensure that all students have the opportunity to thrive.

The Case for Inclusive Education

Inclusive education, grounded in the recognition and celebration of diversity among all learners, offers a transformative blueprint for educational systems worldwide. This approach is not merely a framework for supporting neurodivergent students; it is a comprehensive strategy that enriches learning environments for everyone. The case for inclusive education rests on several pillars that collectively argue for its broad benefits.

Inclusive settings naturally foster empathy and understanding among students by bringing together diverse learners with varying abilities and experiences. When neurotypical and neurodivergent students interact and learn side by side, they develop deeper social skills, empathy, and an appreciation for different perspectives. This social and emotional learning is crucial for preparing all students to navigate a diverse world and contribute positively to society.

Neurodivergent students often possess unique ways of thinking, solving problems, and expressing creativity. Inclusive education allows these distinct perspectives to be shared, encouraging innovation and creative problem-solving in the classroom. This dynamic can inspire all students to approach challenges more creatively and to value unconventional ideas, preparing them for a future where innovation is key to personal and professional success.

Research indicates that inclusive education can lead to improved academic outcomes not only for neurodivergent students but for their neurotypical peers as well. By employing differentiated teaching strategies designed to meet a wide range of learning needs, educators can enhance engagement and understanding across the board. Techniques that benefit neurodivergent learners, such as visual aids, hands-on activities, and technology integration, often enrich the learning experience for all students, leading to higher overall academic achievement.

Inclusive education cultivates a culture of acceptance and belonging, where differences are celebrated and all students feel valued. This environment promotes positive self-esteem and resilience in neurodivergent students, who may otherwise feel marginalized. For neurotypical students, this culture diminishes prejudices and fosters a sense of community and mutual respect. Such an atmosphere is conducive to learning and personal development, making schools safer and more supportive spaces for everyone.

The world is inherently diverse, and the ability to navigate this diversity with understanding and respect is an essential life skill. Inclusive education mirrors the real world, preparing students to work collaboratively with individuals of all backgrounds and abilities. By experiencing diversity in their formative years, students are better equipped to thrive in diverse workplaces and communities, enhancing their career prospects and interpersonal relationships.

Inclusive education recognizes that every student has strengths and areas for growth. By leveraging the diverse strengths of all learners, educators can create a rich, dynamic learning environment where students learn from each other and value their own contributions. This approach ensures that all students, regardless of their neurological makeup, can contribute meaningfully to the classroom, fostering a sense of purpose and engagement.

Inclusive education is not just an ethical imperative but a practical strategy that benefits all learners. It challenges the status quo, pushing for a more equitable, creative, and empathetic educational landscape. By embracing inclusivity, schools can unlock the potential of every student, paving the way for a more understanding and innovative society.

Strategies for Transforming Educational Environments

Cultivating an Inclusive Classroom Culture

An inclusive classroom culture is the cornerstone of a supportive educational environment, particularly for neurodivergent students. Such a culture not only acknowledges but actively values diversity in all its forms, including neurological differences. Central to cultivating this culture are empathy and understanding, alongside structured peer support systems that reinforce inclusivity and mutual respect.

The journey toward an inclusive classroom begins with educators who are well-informed and empathetic toward neurodiversity. Comprehensive training programs on neurodiversity can equip teachers with the knowledge and skills necessary to understand and support neurodiverse students effectively. This education should cover:

1. Understanding Neurological Differences: A deep dive into various neurodivergent conditions, their characteristics, and how they may affect learning and behavior in a classroom setting.

2. Strategies for Inclusion: Practical methods for adapting teaching styles, materials, and assessments to meet the diverse needs of all students, promoting equity in learning opportunities.

3. Fostering Empathy: Techniques for nurturing empathy within the classroom, encouraging educators to model understanding and acceptance, which students can emulate.

Educators trained in neurodiversity become champions of inclusion, able to create learning environments where all students feel seen, understood, and valued. This foundational understanding is crucial for developing empathy among students, as they follow the lead of their teachers in recognizing and respecting neurological differences.

Peer support and near-peer mentoring programs are vital components of an inclusive classroom culture. These initiatives pair neurodivergent students with neurotypical or neurodivergent peers or slightly older students (near peers) who can provide guidance, support, and friendship. Benefits of these programs include:

1. Social Inclusion: Peer and near-peer support facilitate social interactions and friendships, reducing feelings of isolation among neurodivergent students. These relationships promote a sense of belonging and community within the classroom.

2. Empathy Building: By working closely with neurodivergent peers, students develop a deeper understanding and empathy for different experiences and challenges. This mutual respect and understanding foster a supportive classroom atmosphere.

3. Academic and Emotional Support: Peer mentors can offer academic assistance, share strategies for overcoming challenges, and provide emotional support, contributing to the overall well-being and success of neurodivergent students.

4. Leadership and Advocacy Skills: For the mentors, these programs offer opportunities to develop leadership, communication, and advocacy skills, preparing them for active roles in creating inclusive communities.

Implementing structured peer support and near-peer mentoring within schools requires careful planning and ongoing support from educators. Training for peer mentors, regular check-ins, and structured activities can ensure the success of these programs, making them a valuable resource for fostering inclusivity.

Cultivating an inclusive classroom culture is a multifaceted approach that begins with empathy and understanding from educators, reinforced by the supportive dynamics of peer and near-peer relationships. Together, these elements create a nurturing environment where diversity is celebrated, empathy flourishes, and all students have the opportunity to thrive.

Adapting Teaching Methods

For neurodivergent students to fully engage and succeed in the educational environment, adapting teaching methods to accommodate their diverse learning needs is essential. This adaptation not only supports neurodivergent learners but enriches the educational experience for all students by introducing a variety of learning modalities and tools. Below are several strategies for adapting teaching methods:

Differentiated Instruction

Differentiated instruction is a pedagogical approach that involves tailoring teaching strategies, activities, and assessments to meet the diverse needs of students. This method recognizes that students have varied background knowledge, readiness levels, languages, preferences in learning, and interests. Key components include:

1. Flexible Grouping: Changing groups based on students' learning needs for specific topics allows for targeted instruction.

2. Choice Boards: Offering students choices in how they learn a concept or demonstrate their knowledge can increase engagement and ownership of learning.

3. Tiered Assignments: Designing tasks with varying levels of complexity enables students to work at an appropriate challenge level.

Visual Learning and Assistive Technology

Leveraging visual learning strategies and assistive technology can significantly enhance the learning experience for neurodivergent students, particularly those with dyslexia, autism, or attentional challenges.

Interactive and Experiential Learning

Engaging students through hands-on activities, experiments, and real-world problem-solving encourages active participation and reinforces learning through experience.

Multisensory teaching techniques engage more than one sense at a time, enhancing memory and learning by providing multiple pathways for information processing.

Personalized Learning and Feedback

Offering personalized instruction and feedback based on each student's progress, interests, and goals ensures that learning is relevant and tailored to individual strengths and needs.

By adopting these adapted teaching methods, educators can create more inclusive classrooms that not only accommodate neurodivergent learners but also celebrate and leverage the strengths of all students. This approach not only benefits neurodivergent individuals but enriches the learning environment for everyone, fostering a culture of inclusion, empathy, and mutual respect.

Flexible Curriculum Design

Flexible curriculum design is essential for accommodating the diverse learning styles and needs of neurodivergent students. By moving away from a one-size-fits-all curriculum, educators can create a more inclusive and effective learning environment that not only supports neurodivergent learners but also enhances educational experiences for all students. Below are strategies for achieving a flexible curriculum design:

Personalized Learning Plans

Developing personalized learning plans (PLPs) for neurodivergent students is a cornerstone of flexible curriculum design. PLPs are tailored to each student's unique strengths, needs, interests, and goals, allowing for a more targeted and effective educational approach. Key aspects include:

Assessment of Strengths and Needs: Utilizing assessments to understand each student's learning profile, including their cognitive strengths, areas for improvement, and preferred learning styles.

Setting Personalized Goals: Working with students, and possibly their families, to set short-term and long-term academic and personal goals.

Adapting Instructional Strategies: Selecting teaching methods and materials that align with the student's learning preferences and goals.

Ongoing Monitoring and Adjustment: Regularly reviewing and adjusting the PLP based on the student's progress and changing needs.

Project-based learning (PBL) involves students in hands-on, real-world projects that require critical thinking, collaboration, and creativity. PBL caters to varied interests and strengths, making it particularly beneficial for neurodiverse learners:

Universal Design for Learning

Universal Design for Learning (UDL) is a framework for designing educational programs to meet the needs of all learners. It emphasizes providing multiple means of engagement, representation, action, and expression:

Competency-Based Assessment

Shifting from traditional grading to competency-based assessment can better reflect the diverse learning trajectories of neurodiverse students:

Mastery Learning: Focusing on the mastery of skills and concepts rather than time spent on a topic allows students to learn at their own pace.

Portfolio Assessment: Using portfolios to showcase a student's work over time provides a more comprehensive picture of their abilities and progress.

By implementing these strategies within flexible curriculum design, educators can create learning environments that respect and accommodate the neurodivergence of their students. Personalized learning plans, project-based learning, universal design for learning, and competency-based assessment work together to ensure that all students, regardless of their neurological makeup, have the opportunity to succeed and thrive in their educational journey.

Creating Supportive Physical Environments

The physical and digital environments in which students learn play a critical role in their educational success, especially for neurodivergent students who may have unique sensory, mobility, and accessibility needs. By creating supportive physical environments, educators can significantly enhance the learning experience for all students, fostering an inclusive atmosphere that caters to a wide range of needs. Here are key strategies for achieving this:

Neurodivergent students, such as those with sensory processing differences, may be particularly sensitive to their physical surroundings. Sensory-friendly spaces are designed to minimize sensory overload and provide a calming environment where students can focus and feel comfortable.

Adjustable Lighting: Offering the ability to control lighting, including reducing harsh fluorescent lights and providing natural light options, can help accommodate sensory sensitivities.

Quiet Zones: Designating areas where students can retreat to avoid overwhelming noise and activity can be crucial for those who need a break from sensory stimulation.

Flexible Seating Options: Providing a variety of seating choices, such as stability balls, bean bags, or standing desks, allows students to find the most comfortable and effective position for learning.

Sensory Tools: Having sensory tools available, like fidget devices, noise-canceling headphones, or tactile objects, can help students self-regulate and maintain focus.

Ensuring both physical and digital accessibility is fundamental to supporting all students, including those with mobility challenges, visual impairments, or learning disabilities that affect their use of traditional educational materials.

Inclusive Design Principles

Applying inclusive design principles to the layout and organization of classrooms and common areas can promote a sense of belonging and community among all students.

Creating supportive physical environments requires thoughtful consideration of the diverse needs of neurodivergent students. By prioritizing sensory-friendly design, ensuring accessibility, and embracing inclusive design principles, educators can make significant strides toward an educational setting that welcomes and supports every student's learning journey. This approach not only benefits neurodivergent learners but enriches the educational experience for the entire student body, highlighting the universal benefits of inclusivity and accommodation.

Empowering Neurodivergent Students and Educators

Empowerment within the educational context means equipping neurodivergent students and educators with the tools, skills, and support necessary to navigate and thrive in the learning environment. This empowerment is achieved not only through direct educational strategies but also through fostering a culture of self-advocacy, continuous professional development, and strong community involvement. Here's how these elements contribute to creating an inclusive and supportive educational landscape.

Teaching neurodivergent students self-advocacy skills is crucial for their long-term success and independence. Self-advocacy involves understanding one's own needs, knowing one's rights, and communicating those needs and rights to others. It empowers students to take an active role in their education, from PLP to IEP meetings to daily accommodations.

Professional Development for Educators

Continuous professional development for educators and staff on neurodiversity and inclusive practices is essential for the effective implementation of a neurodiversity-affirming approach. Educators equipped with a deep understanding of neurodiversity can create more inclusive classrooms that recognize and celebrate the strengths of all students.

Parent and Community Involvement

Engaging parents and the wider community in the educational process is key to supporting neurodivergent learners. Collaboration between schools, families, and community resources can enhance understanding, provide additional support, and create a more cohesive approach to education.

Empowering neurodivergent students and educators through self-advocacy, professional development, and community involvement lays the foundation for a more inclusive and supportive educational environment. By focusing on these areas, schools can ensure that all students, regardless of their neurocognitive differences, have the opportunity to succeed and thrive.

Addressing Challenges in Transforming Educational Environments

Transforming educational environments to better support neurodivergent students is a noble and necessary goal. However, this transformation can encounter several significant challenges. By recognizing and proactively addressing these obstacles, educational institutions can ensure the successful implementation of inclusive practices.

Financial limitations often pose a substantial barrier to implementing changes in educational settings. Inclusive education requires investments in professional development, adaptive technology, infrastructure modifications, and potentially additional staff.

Strategies for Mitigation:

Change can be difficult, and transforming educational practices is no exception. Educators, administrators, and even parents may resist shifting away from traditional methods due to comfort with the status quo, skepticism about new approaches, or misunderstandings about neurodiversity.

Strategies for Mitigation:

The Need for Ongoing Professional Development

Ensuring that educators are prepared to support neurodivergent students requires continuous professional development. However, finding the time and resources for ongoing training can be challenging.

Strategies for Mitigation:

Ensuring Accessibility and Inclusivity

Creating fully accessible and inclusive environments requires attention to physical spaces, digital resources, and curricular materials. Ensuring that all aspects of the educational environment are accessible to everyone can be an extensive and ongoing process.

Strategies for Mitigation:

Addressing these challenges requires commitment, creativity, and collaboration. By acknowledging potential obstacles and actively seeking solutions, educational institutions can pave the way for a more inclusive and supportive learning environment for neurodiverse students and their peers. This transformative journey, though fraught with challenges, promises a richer, more diverse educational landscape where every student has the opportunity to succeed.

By joining forces, sharing knowledge, and championing the cause of neurodiversity, we can create educational systems that not only accommodate but celebrate the diversity of human cognition. Let us commit to making education an inclusive, empowering journey for every student, recognizing that in the diversity of our minds lies the strength of our collective future.

[The image displays a group of young, happy students from diverse backgrounds in a colorful and welcoming kindergarten classroom. They are all engaging in various activities together, showcasing a sense of community and support for one another.]

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Transforming Educational Environments for Neurodiverse Learners in the US

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In the evolving discourse surrounding education and individual differences, the concept of neurodiversity has emerged as a pivotal framework for understanding and appreciating the wide range of human brains and cognitive styles. Neurodiversity recognizes neurological differences as normal variations

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Neurodiversity Hub - Resources for Students, Employers & More

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Neurodiversity Hub - Resources for Students, Employers & More

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"Neurodiversity may be every bit as crucial for the human race as biodiversity is for life in general. Who can say what form of wiring will prove best at any given moment?"

- Harvey Blume, The Atlantic, 1998

Although there is broad diversity across the population, some individuals have neurological variations that make it particularly challenging for their communication, self-expression and interactions with others. Neurodivergence is a broad umbrella and is not just autism. Neurological variations can include autism, ADHD, dyslexia, dyspraxia, dyscalculia, dysgraphia and tics. (However, Judy Singer, who coined the term, proposes that we are ALL neurodiverse because no two humans on the planet are exactly the same.)

The environments within which individuals with these neurovariations learn, work and live can either facilitate or inhibit their growth and development.

The purpose of this initiative is to create environments that will maximally facilitate these individuals to grow and achieve their full potential. It is about facilitating a community of practice for universities, colleges, employers and service providers to work together to create these environments and opportunities for neurodivergent young adults.

The Resources section includes a vast array of resources that have been created or curated for use by neurodivergent students, their parents and carers, employers and universities.

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Neurodiversity Hub - Resources for Students, Employers & More

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Neurodiversity Hub promotes a community of practice for universities, colleges and employers to support neurodivergent students become work-ready and build connections with organisations that value their talents. It also promotes a community of practice for architects and building designers to prom

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ELFH - Children and Young People with Mental Health Needs, Autism or Learning Disability

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ELFH - Children and Young People with Mental Health Needs, Autism or Learning Disability

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Children and Young People with Mental Health Needs, Autism or Learning Disability

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This programme aims to improve the skills and confidence of both learners and trainers to safely care for our children and young people (CYP) by enabling them to: * Recognise and care for patients presenting with mental health needs in the acute setting of the emergency department and paediatric ward

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(Free to use/ reproduce)

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Advice on Visual Reading Challenges & Coloured Filters

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Advice on Visual Reading Challenges & Coloured Filters

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Coloured Filters

Olive Meares in Australia was the first to suggest that children with visual reading difficulties may see print more easily through certain coloured filters. This was taken up commercially in the USA and UK. But these systems require that each child is individually prescribed a special colour; so the glasses tend to cost a lot! However since the visual magnocellular system is mainly influenced by just yellow or blue light, John & Sue argue that these are the only two colours that will really make much difference.

Yellow filters

Blue Filters

Melanopsin retinal ganglion cells and their projections (melanopsin RGCs)

These RGCs are spread diffusely forming a photoreceptive net that samples the whole retina. They project strongly to the 'biological clock', the suprachiasmatic nucleus (SCN) in the hypothalamus, which controls the body's diurnal rhythms. This retinohypothalamic tract (RHT) input synchronises this clock to seasonally changing day length to entrain our endocrine, physiological and cognitive rhythms to sunrise and sunset.

Alertness & Arousal

The effects of blue light in dyslexia

The effects of blue light on sleep

The effects of blue light on migraine

Light and Seasonal Affective Disorder

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Fluorescent Lighting

More About Our Research

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Coloured Filters for Dyslexia | Dyslexia Research Trust

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Reading problems and dyslexia symptoms related to visual processing problems can be treated with coloured lenses. Read more from the DRT.

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Universal Design for Learning (UDL) Guidelines

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Universal Design for Learning (UDL) Guidelines

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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.