Developing Inclusive Education for Neurodivergent Learners – Workshop Review

A blue, circuit-like electronic brain with a glowing light at its center, set against a black background.

I recently had the pleasure of attending and contributing to the Developing Inclusive Education for Neurodivergent Learners workshop, delivered by Queen Mary Academy. The session has been running for two years and was delivered online eight times before this first in-person offering. It took place at the Graduate Centre on the Mile End campus and provided an excellent opportunity for networking, discussion, and reflection. 

The workshop focused on the challenges faced by neurodivergent learners and shared practical strategies to help educators and support staff create more inclusive learning environments. The content was relevant for colleagues across all academic disciplines and professional services, and encouraged participants to consider what changes they could make in their own practice to better support neurodivergent students. 

The session was led by Giorgia Pigato and supported by Lucia Evans from the Disability and Dyslexia Service. Valuable contributions were also made by Daniel, a PhD student, and Jules, a former MSc student. Both shared personal experiences that added depth and authenticity to the discussions. 

Several aspects of the workshop worked particularly well. The group activities were interactive and inclusive, and the facilitators created a supportive atmosphere where everyone could feel comfortable participating. Attendees were invited to contribute in different ways, including using large sheets of paper, Post-it notes, and drawings. A Quiet Room was available for anyone needing a break, and people were free to stand or move around during the session. Stickers were used in one activity to help people indicate how comfortable they felt speaking in front of the group, and stress-relief toys were available to borrow. 

Importantly, the workshop had been co-designed with students, and the content was reviewed by them to ensure relevance and accessibility. More than two hundred and fifty people have taken part across all three sessions so far, and this in-person event welcomed both academic and professional services staff. 

Several key points stood out. One example was that some staff members are themselves neurodivergent, which is important in understanding the broader picture of inclusivity in the university environment. Hearing from students, they emphasised the importance of self-advocacy and advocating for others to encourage and implement change.

Examples of good practice were shared during the session. Dr Ruth Rose and Tim Fulton from the School of Biological and Behavioural Sciences, along with Michelle Taylor from the Careers team, presented sharing their excellent work. 

Many attendees commented that they learned a great deal and appreciated the chance to reflect on their own teaching and support approaches. The facilitators also managed technical issues calmly and effectively, ensuring the workshop continued smoothly even when the sound system could not be rebooted. 

As an autistic person, this workshop was especially meaningful to me. It was encouraging to see so many people committed to learning more about neurodivergence and making education more accessible. 

During my short presentation, I introduced the Brickfields Accessibility Toolkit, which helps colleagues ensure their QMplus content is accessible before publishing. I also highlighted tools like the Microsoft Accessibility Checker and gave a brief overview of Brickfields reporting features. In addition, I shared links to our Brickfields QMplus site, which offers practical guidance and training, as well as the Digital Accessibility site, which includes online courses, checklists, and other resources. For those interested in ongoing collaboration, I also introduced the Teams Accessibility group, which provides a space for sharing ideas and supporting each other in improving digital inclusion. 

I highly recommend this workshop to anyone with an interest in neurodivergence, inclusive education, or accessible teaching practices. You can register through the CPD platform ( QMUL staff only). There is also a 30-minute online module available, which provides a useful introduction to neurodiversity in higher education. This module can be completed on its own or taken before joining the full workshop. 

It was a rewarding and valuable experience, and I would like to thank everyone involved in organising and delivering such a thoughtful and impactful session.