Group Discussion - suggestions by Young, Lorna

2025-09-11 11:29:15 UTC

Focus on a topic then miss the next bit

2025-09-11 11:30:14 UTC

Challenges in ters of presentation

Cross topic thinking and then hyperfocus

Pace vs thought pace progress

Introducing pauses / micro lectures and more interactive - more space

"the concept" of the revisit after the ad break

2025-09-11 11:31:26 UTC

"after 5 to 10 mins the brain is elsewhere" - how to get back in

So 'chunking' the lecture into to bits to give time to catch up

2025-09-11 11:31:43 UTC

Coloured stickers labelling which seats are likely to cause sensory issues (vibrating machinery, glare, air conditioning vents, etc.)

2025-09-11 11:32:57 UTC

Taper adjustments throughout the degree to get to a point where they are the same (or as close as possible) to what workplace reasonable adjustments would be.

2025-09-11 11:33:03 UTC

Slow lecturing

Draw-a-long

Space to think

Content vs time

What are the key concepts

What is "important on the slides"

2025-09-11 11:33:51 UTC

Pre-work and flexible access to these to allow familiarity with content and environments, e.g. lab walkthroughs, clinical demonstrations.

2025-09-11 11:34:13 UTC

Think about your image - what is "relevant" vs irrelevant in terms of the topci

2025-09-11 11:36:57 UTC

Possible use of Belbin roles to allow strengths (superpowers) to be used effectively / design groups to showcase complementarity.

2025-09-11 11:38:58 UTC

Raising of awareness about different characteristics (including neurodiversity) among staff and students. Ideally core to the programme / university expectations.

2025-09-11 11:39:21 UTC

Graphical vs text

Lecture plan on the slide - or again signposting the lecture - perhaps as a footnote

The idea of bunching of lectures and the challenges of doing that whilst keepin students on campus - challenging to keep enagment

How to schedule practicals around lectures

2025-09-11 11:40:00 UTC

Building in the study skills

2025-09-11 11:41:34 UTC

Support with organization/ support with organizing themselves.

2025-09-11 11:46:42 UTC

Unique strengths:

Could think about using creativity within things like group tasks - creating lay resources or using other media’s to conveny content. Could also consider hyper focus into detail and showcasing this to other students to exemplify the level of detail expected.

Teaching: Quieter spaces to learn and options for Quieter/ neurodiverse friendly labs.

Assessment: choosing how they wish to communicate the content, could they draw instead of write? Decreasing assessment loading will help coping with multiple different tasks simultaneously which can cause overload and procrastination.

Cultural shift: Staff need to be more aware of needs, to be more open and engage students to discuss what their needs are.