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In this blog, we’ll be exploring how you can design your learning experiences to be suitable for Neurodiverse learners. Neurodiverse people make up a large percentage of the UK workforce, with approximately 15% - 20% of the UK population considered to be Neurodiverse. That’s a lot of learners who are potentially missing out on important information if you don’t keep them in mind when designing your training.
When we talk about Neurodiversity, so often the conversation goes straight to weaknesses or shortcomings: We talk about how we can accommodate; help; bridge the gap. And while all of these things are important, this conversation eventually contributes to the overall attitude that those who are Neurodiverse are lacking in some way when compared to those who are neurotypical.
But let’s talk about the strengths for a minute. Research overwhelmingly suggests that Neurodiverse people generally tend to be more creative and innovative, with an innate ability to hyperfocus and be themselves at work. It also just makes good business sense to hire Neurodiverse people. Teams comprising Neurodiverse workers are reportedly 30% more effective than those with neurotypical workers.
All that being said, we want to make it clear that in no way are we denying that being Neurodiverse is difficult. The world in which we live presents constant challenges, but that’s because it was built by and for neurotypical people. The difficulties therefore come not from the conditions themselves, but for the lack of accommodations for them.
Universal Music’s fascinating Creative Differences Handbook pointed out that specifically within creative industries (20% of which is made up of Neurodiverse employees) 96% of employers agreed that there are benefits to having a Neurodiverse workplace, but 77% said that adapting their work environment for Neurodiverse people was not a priority for them in the coming 12 months.
Obviously, this blog is about all Neurodiverse adults, not just those in creative industries. But the disparity between the accepted knowledge that Neurodiverse teams make for better organisations overall, and the unwillingness to accommodate these people is something that should concern us all.
With this in mind, what can we do to make our workplace learning suitable for Neurodiverse employees?
Read on to find some key principles you can apply to your training.
The first thing to keep in mind is the sheer breadth of conditions and needs that the word ‘Neurodiverse’ covers. What works for one learner might not work for another, so just make sure you are considering everyone when designing Neurodiverse–friendly training.
‘Neurodiversity’ is an umbrella term of sorts that encompasses ADHD, Dyslexia, Dyscalculia, Dyspraxia, OCD, and Autism to name just a few. Within these conditions, there are specific requirements and needs - but these are not uniform from person to person.
Educate yourself and your people. Research the complexities of Neurodiversity, not just the commonly accepted tropes and potential misinformation that one can be guilty of falling victim to.
Failing to move past these stereotypes is harmful in more ways than one. Firstly it leads to ineffective learning, because you aren’t adequately considering the genuine needs of your learners. The second and more harmful effect is that failing to understand Neurodiversity perpetuates the misinformation that is already rampant. Stamp out these misunderstandings right at the beginning, and your learners will thank you.
Let’s take Autism as an example; a broad and complex developmental disability that can affect people in a huge variety of ways. It’s generally accepted that Autism is synonymous with communication difficulties. What this fails to acknowledge is the fact that it is not Autistic people who have communication difficulties necessarily, but rather, there is a disconnect between the ways different neurotypes communicate. The idea that Autistic people have difficulty is based on the thinking that neurotypical people are the accepted standard from which Autistic people deviate.
This is just one piece of the puzzle, but it serves to demonstrate that once you start researching these conditions in more depth, it will equip you with the important knowledge you need to create effective training.
There can be a huge range of challenges associated with the conditions under the ‘Neurodiversity’ umbrella.
Attention, auditory processing, concentration, executive dysfunction, memory, sensory sensitivity, and visual discrimination are some of the challenges associated with being Neurodiverse - so while everyone is different, make sure your learning accounts for these challenges.
Now that you’re better equipped to understand the fundamentals of Neurodiverse learning, you can begin to design learning experiences that cater to unique needs. As a starting point, it’s important to consider the visual element of these conditions. GOV.UK has a useful list of different accessibility requirements for displaying information.
Secondly, it’s time to consider how Neurodiverse people learn when compared with those who are neurotypical. As we recently discussed in our blog about popular learning myths, the idea of ‘learning styles’ has no scientific evidence behind it and has been debunked by multiple researchers. That’s not what we’re talking about here. We’re talking about different ways of processing information based on neurotype.
Here are a few things to consider. (The following principles are inspired by Mayer’s Principles of Learning, a great resource for Neurodiverse and neurotypical people alike.)
People of all neurotypes learn more effectively and efficiently if you lay the groundwork first. With this in mind, deliver some training on the basics ahead of time, laying out definitions, commonly used terms and concepts before you begin the bulk of the training.
Microlearning can be a great way to deliver this ‘pre-training’ quickly. While it’s not suitable for absolutely every piece of training, it’s been proven to be effective for lots of learning experiences and fits perfectly within pre-training.
That brings us onto segmenting information. It’s been proven that we learn best when information is presented in segments as opposed to one long stream, and that’s true of both neurotypical and Neurodiverse learners. Avoid heavy, bulky explanations and your training will hit home.
The next thing to consider is signalling. Make it clear what your learners are supposed to be paying the most attention to within the training by making it bold or highlighting it.
If you’re presenting, try to minimise the number of words per slide. Too much text can be overwhelming, so it’s best to deliver the bulk of the information verbally with accompanying images. The images should complement or clarify the information in some way. While we’re talking about text, make sure you’re using sans-serif font as this is easier for people with Dyslexia to read.
As per Mayer’s spatial contiguity principle, people learn best when relevant text and visuals are physically close together.
Avoid redundant text and audio. There’s no point having all the text written on the screen if it’s already being said in the audio.
Research suggests that muted, neutral colours are best for Neurodiverse learners.
Of course if you are delivering training videos, give learners the option to turn captions on or off.
The most important principle to keep in mind when designing Neurodiversity-friendly learning experiences is one of flexibility.
At every stage of the process it’s imperative that you remain flexible and open, offering different options according to different people’s needs. Like we said at the beginning, this should never be a ‘one size fits all’ approach - because that’s never going to work for such a diverse group of people.
Give people the option of the type of training they feel would most benefit them, whether that’s in person or elearning. While we are quite obviously big champions of elearning, we’re also conscious of the fact that some people struggle with it and still need to be catered to. Others may experience sensory issues with in–person learning, so it’s all about finding what works best for each individual learner. (While we’re on the subject, Thrive’s personalisation capabilities mean you can provide multiple learning paths tailored to individuals.)
If your training takes place in person, you should take sensory issues into account. 70% of Autistic people have a sensory processing disorder. This means that their senses can feel incredibly heightened, so sensitivity to light, sound and temperature can impede their ability to pay attention to and retain the important information you’re telling them.
We hope our guide to Neurodiversity-friendly learning experiences has been useful. If you’re looking for an off-the-shelf solution that utilises microlearning and includes a huge wealth of resources on Neurodiversity, check out the Thrive Content service here.
Explore what impact Thrive could make for your team and your learners today.
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In this blog, we’ll be exploring how you can design your learning experiences to be suitable for Neurodiverse learners. Neurodiverse people make up a large percentage of the UK workforce, with approximately 15% - 20% of the UK population considered to be Neurodiverse. That’s a lot of learners who are potentially missing out on important information if you don’t keep them in mind when designing your training.
When we talk about Neurodiversity, so often the conversation goes straight to weaknesses or shortcomings: We talk about how we can accommodate; help; bridge the gap. And while all of these things are important, this conversation eventually contributes to the overall attitude that those who are Neurodiverse are lacking in some way when compared to those who are neurotypical.
But let’s talk about the strengths for a minute. Research overwhelmingly suggests that Neurodiverse people generally tend to be more creative and innovative, with an innate ability to hyperfocus and be themselves at work. It also just makes good business sense to hire Neurodiverse people. Teams comprising Neurodiverse workers are reportedly 30% more effective than those with neurotypical workers.
All that being said, we want to make it clear that in no way are we denying that being Neurodiverse is difficult. The world in which we live presents constant challenges, but that’s because it was built by and for neurotypical people. The difficulties therefore come not from the conditions themselves, but for the lack of accommodations for them.
Universal Music’s fascinating Creative Differences Handbook pointed out that specifically within creative industries (20% of which is made up of Neurodiverse employees) 96% of employers agreed that there are benefits to having a Neurodiverse workplace, but 77% said that adapting their work environment for Neurodiverse people was not a priority for them in the coming 12 months.
Obviously, this blog is about all Neurodiverse adults, not just those in creative industries. But the disparity between the accepted knowledge that Neurodiverse teams make for better organisations overall, and the unwillingness to accommodate these people is something that should concern us all.
With this in mind, what can we do to make our workplace learning suitable for Neurodiverse employees?
Read on to find some key principles you can apply to your training.
The first thing to keep in mind is the sheer breadth of conditions and needs that the word ‘Neurodiverse’ covers. What works for one learner might not work for another, so just make sure you are considering everyone when designing Neurodiverse–friendly training.
‘Neurodiversity’ is an umbrella term of sorts that encompasses ADHD, Dyslexia, Dyscalculia, Dyspraxia, OCD, and Autism to name just a few. Within these conditions, there are specific requirements and needs - but these are not uniform from person to person.
Educate yourself and your people. Research the complexities of Neurodiversity, not just the commonly accepted tropes and potential misinformation that one can be guilty of falling victim to.
Failing to move past these stereotypes is harmful in more ways than one. Firstly it leads to ineffective learning, because you aren’t adequately considering the genuine needs of your learners. The second and more harmful effect is that failing to understand Neurodiversity perpetuates the misinformation that is already rampant. Stamp out these misunderstandings right at the beginning, and your learners will thank you.
Let’s take Autism as an example; a broad and complex developmental disability that can affect people in a huge variety of ways. It’s generally accepted that Autism is synonymous with communication difficulties. What this fails to acknowledge is the fact that it is not Autistic people who have communication difficulties necessarily, but rather, there is a disconnect between the ways different neurotypes communicate. The idea that Autistic people have difficulty is based on the thinking that neurotypical people are the accepted standard from which Autistic people deviate.
This is just one piece of the puzzle, but it serves to demonstrate that once you start researching these conditions in more depth, it will equip you with the important knowledge you need to create effective training.
There can be a huge range of challenges associated with the conditions under the ‘Neurodiversity’ umbrella.
Attention, auditory processing, concentration, executive dysfunction, memory, sensory sensitivity, and visual discrimination are some of the challenges associated with being Neurodiverse - so while everyone is different, make sure your learning accounts for these challenges.
Now that you’re better equipped to understand the fundamentals of Neurodiverse learning, you can begin to design learning experiences that cater to unique needs. As a starting point, it’s important to consider the visual element of these conditions. GOV.UK has a useful list of different accessibility requirements for displaying information.
Secondly, it’s time to consider how Neurodiverse people learn when compared with those who are neurotypical. As we recently discussed in our blog about popular learning myths, the idea of ‘learning styles’ has no scientific evidence behind it and has been debunked by multiple researchers. That’s not what we’re talking about here. We’re talking about different ways of processing information based on neurotype.
Here are a few things to consider. (The following principles are inspired by Mayer’s Principles of Learning, a great resource for Neurodiverse and neurotypical people alike.)
People of all neurotypes learn more effectively and efficiently if you lay the groundwork first. With this in mind, deliver some training on the basics ahead of time, laying out definitions, commonly used terms and concepts before you begin the bulk of the training.
Microlearning can be a great way to deliver this ‘pre-training’ quickly. While it’s not suitable for absolutely every piece of training, it’s been proven to be effective for lots of learning experiences and fits perfectly within pre-training.
That brings us onto segmenting information. It’s been proven that we learn best when information is presented in segments as opposed to one long stream, and that’s true of both neurotypical and Neurodiverse learners. Avoid heavy, bulky explanations and your training will hit home.
The next thing to consider is signalling. Make it clear what your learners are supposed to be paying the most attention to within the training by making it bold or highlighting it.
If you’re presenting, try to minimise the number of words per slide. Too much text can be overwhelming, so it’s best to deliver the bulk of the information verbally with accompanying images. The images should complement or clarify the information in some way. While we’re talking about text, make sure you’re using sans-serif font as this is easier for people with Dyslexia to read.
As per Mayer’s spatial contiguity principle, people learn best when relevant text and visuals are physically close together.
Avoid redundant text and audio. There’s no point having all the text written on the screen if it’s already being said in the audio.
Research suggests that muted, neutral colours are best for Neurodiverse learners.
Of course if you are delivering training videos, give learners the option to turn captions on or off.
The most important principle to keep in mind when designing Neurodiversity-friendly learning experiences is one of flexibility.
At every stage of the process it’s imperative that you remain flexible and open, offering different options according to different people’s needs. Like we said at the beginning, this should never be a ‘one size fits all’ approach - because that’s never going to work for such a diverse group of people.
Give people the option of the type of training they feel would most benefit them, whether that’s in person or elearning. While we are quite obviously big champions of elearning, we’re also conscious of the fact that some people struggle with it and still need to be catered to. Others may experience sensory issues with in–person learning, so it’s all about finding what works best for each individual learner. (While we’re on the subject, Thrive’s personalisation capabilities mean you can provide multiple learning paths tailored to individuals.)
If your training takes place in person, you should take sensory issues into account. 70% of Autistic people have a sensory processing disorder. This means that their senses can feel incredibly heightened, so sensitivity to light, sound and temperature can impede their ability to pay attention to and retain the important information you’re telling them.
We hope our guide to Neurodiversity-friendly learning experiences has been useful. If you’re looking for an off-the-shelf solution that utilises microlearning and includes a huge wealth of resources on Neurodiversity, check out the Thrive Content service here.
Explore what impact Thrive could make for your team and your learners today.
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