The Neuro-inclusive SBS classroom

SBS recognises the increasing need to ensure accessibility and inclusion within its teaching and learning activity, particularly with regard to neurodiversity. Neurodiversity refers to the different ways a person’s brain processes information and it is thus central to learning. Neurodivergent brains are found in autism, dyslexia, ADHD, and other forms of non-neurotypical information processing.

It is estimated that up to 20% of students may be neurodiverse, including those without a formal diagnosis. To date, however, limited evidence has been collated as to how SBS specific Teaching and Learning (T&L) activities can be made neuro-inclusive.

This project aims to:

1. Identify neurodivergent learning needs in the T&L activities specific to SBS Programmes;
2. Identify barriers to neurodivergent learning, including setting-specific barriers (part of the T&L activities of SBS) and process-specific barriers (timings, breaks, interactions required, etc.);
3. Provide “best practice” on context and processes involved in SBS Programme T&L activities (including the range of formats that learning materials should be made available in - e.g. visual, text, audio, etc. - to ALL students, regardless of formal diagnosis;
4. Provide “best practice” in relation to assessment formats and contents for neuro-inclusivity, regardless of formal diagnosis;
5. Raise awareness of the needs of neurodiverse students with the T&L Directors of all SBS departments, with a view for them to implement “best practice” in their respective departments.