Neurodivergent individuals have diverse learning styles that may require specific accommodations. Here’s how different neurodivergent learning approaches are typically supported in schools, colleges, and universities:
Autism Spectrum Learning Styles
Learning Characteristics:
- Visual processing strengths
- Detail-focused thinking
- Need for structure and routine
- Sensory processing differences
- Deep focus on areas of interest
Specific Accommodations:
- Individual Education Plans (IEPs) or My Plans outlining specific strategies
- Access to specialist teaching assistants or learning support assistants
- Visual timetables following a specific curriculum structure
- Social Communication groups (often delivered by ELKLAN trained staff)
- Sensory breaks in designated quiet or clam areas
- Sensory equipment e.g. fidget tools, sensory suspension equipment, etc.
- Exam access arrangements including separate rooms and extra time
- Structured teaching approaches e.g. TEACCH
- National Autistic Society resources and training for staff e.g. SPELL resources
ADHD Learning Styles
Learning Characteristics:
- Movement needs during learning
- Interest-based attention regulation
- Non-linear thinking patterns
- Executive functioning challenges
- Often creative and divergent thinking
Specific Accommodations:
- Movement breaks incorporated into lessons (e.g. Brain Gym activities)
- Task boards and visual organisers recommended by educational psychologists
- Access to fidget tools (often provided through OT recommendations)
- Chunking of National Curriculum content into manageable sections
- Use of assistive technology (potentially funded through DSA in higher education)
- ADHD coaching through services like The Owl Centre
- Behaviour support plans focusing on positive reinforcement
- Specific exam arrangements through exam board guidelines
- QbTest availability for assessment in some NHS trusts
Dyslexia Learning Styles
Learning Characteristics:
- Strong verbal reasoning often present
- Visual processing differences with text
- Phonological processing challenges
- Multi-sensory learning preferences
Specific Accommodations:
- Structured, cumulative, multisensory teaching (e.g., Toe by Toe, Units of Sound, Alpha to Omega)
- Coloured overlays or tinted paper (assessed by Irlen specialists or educational psychologists)
- Access to reading pens and C-Pens (available through DSA or school SEN budgets)
- Extra time in GCSE, A-Level and other national examinations
- Specialist dyslexia teachers through organisations like BDA or Helen Arkell Trust
- Access to assistive software like TextHelp Read&Write (commonly available in UK schools)
- Modified curriculum materials following British Dyslexia Association guidelines
- Phonics interventions aligned with literacy frameworks
Developmental Coordination Disorder/Dyspraxia Learning Styles
Learning Characteristics:
- Strong verbal skills
- Motor planning and coordination challenges
- Organisational difficulties
- May struggle with handwriting
UK-Specific Accommodations:
- Access to laptops/tablets (often recommended by NHS occupational therapists)
- Handwriting support programmes like Teodorescu and Speed Up!
- Movement breaks incorporating NHS physiotherapy recommendations
- Access to specially adapted equipment like writing slopes and pencil grips
- Touch-typing programmes like Typing Club or BBC Dance Mat Typing
- Referrals to NHS occupational therapy for fine motor support
- PE/physical activity adaptations following Youth Sport Trust inclusive PE guidelines
- Extra time and scribes for exams under exam board regulations
Support Systems and Frameworks
School-Based Support:
- SEN Support system (replacing School Action/School Action Plus)
- Graduated approach of Assess, Plan, Do, Review
- EHCPs (Education, Health and Care Plans) for more significant needs
- SENCO coordination of support strategies
Funding Mechanisms:
- SEN notional budget in mainstream schools
- Top-up funding through EHCPs
- Pupil Premium Plus for looked-after children
- Disabled Students’ Allowance (DSA) in higher education
Professional Support:
- Educational Psychologists through Local Authorities
- NHS therapy services (Speech & Language, Occupational Therapy)
- Specialist teacher assessors with British Psychological Society qualifications
- Access to Work funding for workplace adjustments
UK education settings are legally required to make reasonable adjustments under the Equality Act 2010, and the SEND Code of Practice provides statutory guidance on supporting neurodivergent learners. Each Local Authority may have slightly different provision, so checking your local offer (available on your LA’s website) is essential for understanding specific supports available in your area.