designing in-person training for all: embracing neurodiversity in the classroom
one of my greatest joys—and a continuous challenge—is designing in-person learning experiences that embrace the broad spectrum of human cognition. in-person education traditionally has leveraged direct interaction to foster connection and real-time learning through lively discussions, spontaneous inquiries, and collaborative problem-solving.
however, traditional in-person learning can create challenges, like sensory or engagement overload, for neurodivergent learners who process information differently. take my "neurospicy" household, for example: we are a vibrant blend of individuals who are dyslexic, autistic, and have adhd, and we all make sense of information in distinct and fascinating ways. one recent discovery: my youngest daughter has the ability to convert spoken words into mental subtitles, a trait known as ticker-tape synesthesia—just one of many unique ways in which some people experience the world!
when we better understand neurodiversity and the many ways the human mind processes information, we can design in-person learning experiences to be more inclusive.
when we better understand neurodiversity and the many ways the human mind processes information, we can design in-person learning experiences to be more inclusive. universal design for learning (udl) is a useful framework for designing in-person experiences that support all learners. udl advocates for flexible learning environments that can adapt to individual differences through varied means of accessing content, staying engaged, and expressing knowledge.
let's explore some practical strategies to support neurodivergent learners in in-person environments.
create a flexible learning environment
picture this: you’re at a professional development workshop, and it’s giving you a nostalgic yet cringe-worthy flashback to high school. the room is lined with rows of stiff, unforgiving chairs. they all point toward an instructor who is delivering new information in a never-ending soliloquy. learning in this environment would be difficult for anyone. however, if you struggle with auditory processing like me, this rigid environment can greatly hamper your ability to engage with and understand the content.
by contrast, flexible learning environments offer different physical setups and activity options for learners who may not process information in a lecture format. strategies to engage and support learners in a flexible learning environment include:
sensory-responsive agenda
provide a detailed agenda that outlines the activities, especially those with high noise levels or extensive interaction. include clear descriptions of each activity, highlighting any sensory or social demands, and offer alternatives or the option to opt out for learners who find certain activities overwhelming.
flexible classroom setups
develop learning activities that allow the classroom to be set up in different ways. use circles for group talks, lines for working alone, large tables for group or peer interaction. this helps every student learn in the best way for them.
sensory-friendly spaces and practices
accommodate sensory sensitivities, which many neurodivergent individuals have, by adjusting the physical learning environment and teaching practices to reduce sensory overload. consider different ways learners can be in the classroom (e.g., sitting on a yoga ball, standing, walking/pacing). include access to fidget materials such as fidget spinners, stress balls, and small kinetic toys like newton’s cradle or magnetic sculptures that can be manipulated quietly.
enhance engagement
when designing in-person instruction, it's key to recognize that engagement styles vary among learners. neurodivergent learners engage with new information differently from neurotypical learners, but this does not mean the ways in which we engage are less effective.
neurodivergent learners engage with new information differently from neurotypical learners, but this does not mean the ways in which we engage are less effective.
consider this amusing episode from a parent-teacher conference regarding my eldest, who is autistic and has auditory processing differences. the teacher, beloved for her patience and dedication, noted that my daughter often seemed uninterested—head down, whispering to herself. but here's the twist: my daughter processes auditory information uniquely, like me; whispering helps her absorb verbal instructions.
with this information, we can brainstorm ways to support diverse engagement styles, understanding that not all students show engagement by making eye contact or staring straight ahead. sometimes engagement means whispering key information from a lesson to yourself!
here are some ways to enhance engagement for in-person learning experiences:
choice
offer diverse ways for students to access new information. for example, in a history lesson, instructional designers could create activities and materials that allow learners to choose how they explore the topic, such as accessing interactive digital timelines, reading primary source documents, or watching documentary clips.
flexibility in participation
create a menu of varied participation options. some learners might prefer to engage with new content through writing rather than speaking aloud in class.
multimedia
present content in diverse formats. show videos with captions, use visuals with verbal instructions, and design interactive simulations to suit various engagement preferences.
differentiated materials
create customizable handouts with adjustable font sizes and colors. provide support structures such as guided notes, outlines, and visual aids that help learners access complex content in different ways.
offer a menu of assessments
ah, the dreaded multiple-choice test: a quick tool for teachers to gauge understanding but often a hurdle for neurodivergent learners. i recall my psat ordeal—i had straight as, yet my psat score was near the bottom because the tiny bubbles were a blur to my eyes. it felt like playing "where's waldo?" with answer choices! when i finally got an accommodation to simply write my answers or share verbally, my test results reflected my actual knowledge.
while multiple-choice has its merits, instructional designers must include a menu of assessment options that accommodate different ways of expressing knowledge and understanding. here are some considerations when designing assessments for all learners to demonstrate their knowledge:
varied communication methods
design assessment activities that allow learners to demonstrate understanding through presentations, debates, or artistic performances, catering to different expressive strengths.
personalized strategy tools
provide physical planners, bulletin boards for goal tracking, and voluntary peer review sessions to help students plan and assess their progress.
flexible timing
offering flexible timing for assessments can help alleviate the stress and overwhelm associated with timed tests, making the evaluation process more accessible to all learners.
learn more
as a neurodivergent learner and instructional designer, i have experienced firsthand the impact of creating flexible and inclusive learning environments. by integrating flexible classroom setups, varied engagement strategies, and diverse assessment methods, we can ensure that all students, especially those who are neurodivergent, have the opportunity to succeed. let’s keep pushing the boundaries of instructional design to build truly inclusive learning experiences.
to dig deeper into this topic, check out the following resources.
resources
ednw training and curriculum development
deepen your impact with high-quality, customized training services from our team of instructional designers.
ahead (association on higher education and disability)
ahead offers resources on accessibility and inclusion, including considerations for neurodivergent learners in higher education settings.
the association for talent development (atd)
atd discusses practical strategies for designing training for neurodiverse learners, focusing on clear instructions, reducing visual distractions, and supporting various learning preferences.
the udl guidelines
developed by cast, this website provides a comprehensive framework for applying universal design for learning to educational practices. the guidelines are designed for educators, curriculum developers, and researchers to create inclusive learning environments.
books and articles
the power of neurodiversity
this book by thomas armstrong focuses on the strengths of neurodivergent learners and offers strategies for leveraging them in educational settings.
6 strategies to help neurodiverse students fully engage in class
this edutopia article offers practical methods to support neurodiverse students in k–12 classrooms. techniques such as relaxation exercises, allowing movement, and mindful organization are recommended.
additional research
azuka, c. v., wei, c. r., ikechukwu, u. l., & nwachukwu, e. l. (2024). inclusive instructional design for neurodiverse learners. current perspectives in educational research, 7(1), 56–67. https://doi.org/10.46303/cuper.2024.4
burgstahler, s. (2021). universal design: process, principles, and applications. disabilities, opportunities, internetworking, and technology (do it). https://www.washington.edu/doit/universal-design-process-principles-and-applications
posey, a. (n.d.). universal design for learning (udl): a teacher’s guide. understood. https://www.understood.org/en/articles/understanding-universal-design-for-learning
rachael radick is a learning design specialist with expertise in culturally responsive instructional design and the facilitation of virtual and face-to-face learning experiences. before joining 2022年世界杯预选赛分组 , rachael was an instructional support provider to schools and districts in california. she loves helping learners, teachers, and leaders add a little magic to their education toolbox.
