INC UNIT 2

UNIT 02

WHAT AND WHERE IS NEURODIVERSITY?

BEGIN

WELCOME

These modules are for you. Whatever your context, they will support you to work in a neurodiversity affirming way. It is based on the findings from Inclusive Neurodiverse Campuses (Project INC), a community-led and co-produced research project in collaboration with neurodivergent students and staff.

WHY THIS TRAINING?

Navigation and accessibility

WHAT IS PROJECT INC?

When and where?

Who?

What?

And?

What next?

WHY DOES THIS MATTER TO YOU?

This is well above the sector average of 16%

of YSJ undergraduates have declared a disability

29.2%

Many students report neurodivergence

31.1%

of YSJ postgraduates have declared a disability

HOWEVER...

HOWEVER ...

Long NHS waiting lists, outdated knowledge in medical professionals, and other barriers may prevent many from accessing assessment Many neurodivergent people do not regard themselves as disabled, and may choose not to seek or share a diagnosis. Official records are therefore underrepresentative.

This is not the full picture...

SO..?

SO...

Rates of Neurodiversity in UK Universities is likely to far exceed the NHS estimates, which say that 1 in 7 people are neurodivergent

WHICH IS WHY

WHy Neuroversity matters to everyone

Meet Jamie (Spectrum First Education & INC) Better understanding neurodiversity helps us to support all students and colleagues You will likely interact with neurodivergent people every day By making proactive inclusive practice a default, this removes barriers for many This boosts well-being, attendance and reduces subsequent problems This matches YSJ's commitment to Adapative Teaching and the Inclusive Higher Education Framework

INC-SIGHT

I'm being asked what would help me, rather than being told. I think a lot of the time it's presumed what you need to help you learn or you need to go on with life. And I guess that kind of links back to…the stereotypes. Not presuming they know what you need, just because they've read an LSP or because they've seen the word autism, but more just having a conversation with you and seeing what works for you and, sort of, you as an individual

The benefits of inclusive practice Taken from Project INC's data from the YSJ community

THE TRAINING PROGRAMME

This programme consists of 7 short e-learning modules

After this introductory module you may complete the other modules in any order. These focus on practical strategies for 'what works' in light of INC's findings and recommendations. On completing all e-learning modules you can get in touch to request a follow up workshop. The workshops will expand on the topics, giving space for reflection, discussion, and next steps for applying neurodiversity-affirming practices in your role. They will be delivered by members of INC and Spectrum First Education Ltd. You can shape what workshops focus on by giving and suggestions. Please click below for the training aims and objectives and our 'what works' principles.

WHAT WORKS

AIMS & OBJECTIVES

CENTRAL QUESTIONS

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HOW WILL WE ANSWER THESE QUESTIONS

Neurodiversity-affirming

Exploring an approach that is:

Compassion-based

Thank you for completing this introductory module. Please find your first resource pack HERE.

EVIDENCE BASED

WHAT WORKS

Building on Project INC’s approach, this training was co-produced to prioritise the voices and experiences of a neurodiverse university. An advisory board from across the university has guided its development to make sure the programme reflects real experiences and diverse perspectives. Click on the below profiles below to meet the team.

MEET THE TEAM

Stephanie Petty

Lorna Hamilton

Penny Foster

Jenny Anderton

Jake Furby

S.W.A.N.

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MESSAGE FROM THE UNIVERSITY SECRETARY AND REGISTRAR

Kathryn Kendon

SPECTRUM FIRST EDUCATION

Founded in 2003 by Chrisine Breakey Foremost employer of neurodivergent people in North of England Jamie is a Director, Manager, Research & Training Lead for SFE Collaborate with Universities on better support for neurodivergent students & staff Community partner for Project INC International work with Science Communication volunteer group Think Like A Scientist

Meet Jamie from Spectrum First Education & the training team

WHAT WORKS

'Including quotes always reinforces our presentation. It breaksthe monotony'

Always cite the author

Relevant data

50%

of our brain is involved in the processing of visual stimuli.

+ info

Relevant data

You can create an outline to synthesize the content and use words that will be etched in the minds of your audience.

+190

You can present figuresthis way

If you are going to present live, we recommend that you train your voice and practice: the best improvisation is always the one that is mostworked on!

+45k

...Even if you explain itorally later

20xx

20xx

20xx

20xx

Communicate

Design

Structure

Plan

Write agreat subtitle

Write a greatsubtitle

Write agreat subtitle

Write agreat subtitle

Graphic+ text

The graphics are very shareable, making them ideal for social media, and if that weren't enough: they tend to generate quality traffic to the content we create.

+ info

Table + text

Visual content is a cross-cutting, universal language, like music. We are capable of understanding images from millions of years ago, even from other cultures.

Here you can includea relevant piece of information to highlight.

Here you can include a relevant piece of information to highlight.

Here you can includea relevant piece of information to highlight.

List / Process

Synthesis and organization, the two pillars for presenting

• Represents data with graphics.
• Uses timelines.
• Is animated and interactive.
• Stimulates the brain through multimedia elements.
• DOES NOT overdo the bullet points.

• Is clear and structured.
• Tells stories hierarchically.
• Matches your audience.
• Adjusts fonts and colors to the theme.
• Includes images and entertains.

+ info

Insert a video

Multimedia content is essential in a presentation to leave everyone speechless. Additionally, this way you will synthesize the content and keep your audience entertained.

Here you can include a relevant highlight.

Text + icons

Although you shouldn't overuse bullet points, icons and diagrams canbe great allies when telling stories.

Create experiences withyour content

Create experiences withyour content

Create experiences withyour content

Create experiences withyour content

Create experiences withyour content

Create experiences withyour content

Inserted content

Social network

Map

Music

Interactive question

Interactive Question

Interactive Question

Interactive Question

Conclusions

A great presentation…

• It is clear and structured
• It tells stories hierarchically
• It matches your audience
• It adjusts fonts and color to the theme
• It includes images and entertains
• It represents data with graphs
• It uses timelines
• It is animated and interactive
• It excites the brain
• It does NOT overdo the bullet points 🙃​

Describe the problem you solve and, above all, the reason why your idea is interesting.

'Your content is liked, but it engages much more ifit is interactive'

Genially

Remember to post!

What is it?

Project INC is a participatory action research project (2023 – present), funded by the Institute for Social Justice with a Community Research Grant. Its aims were to: * identify “what works” for neurodivergent inclusion and belonging by mapping out neurodiversity-affirming practice across all aspects of the University Campus * to focus on actionable recommendations, not just problems.

WHO WAS INVOLVED?

Led by YSJ’s Prof. Lorna Hamilton, Dr. Stephanie Petty, and Jamie Williams (Spectrum First Education). Research associates: Dr. Christian Hanser, Kay Aldred, Darcy Neilson and Brianna Ralston. Shaped by a Participatory Advisory Group of current/former YSJ students and staff, who co-designed the project and guided everything from the look/feel to the interview questions.

Attention!

In Genially, we use AI (Awesome Interactivity) in all our designs, so you can level up with interactivity and turn your content into something that adds value and engages.

WHEN AND WHERE?

Across YSJ campuses (2023–2025). Used installations and creative methods to gather input from as many people to tell us what they wanted to tell us.

Tip:

Interactivity is the key piece to capture the interest and attention of your audience. A genially is interactive because your audience explores and engages with it.

WHO WAS INVOLVED?

Project INC follows a community-led approach which values everyone's expertise. Project facilitors: YSJ’s Prof. Lorna Hamilton, Dr. Stephanie Petty, and Jamie Williams (Spectrum First Education). Research associates: Dr. Christian Hanser, Kay Aldred, Darcy Neilson, and Brianna Ralston. Shaped by a Participatory Advisory Group of current/former YSJ students and staff, who co-designed the project and guided everything from the look/feel to the interview questions.

WHEN AND WHERE?

Ran across YSJ campuses (2023–2025). Used installations and creative methods to gather input from as many people to tell us what they wanted to tell us.

Support

How can Universities support a Neurodiverse student body presenting a need?

Write a great subtitle here to provide context

Interactivity and animation can be your best allies when creating tables, infographics, or charts that help provide context to the information and simplify the data for your audience. We are visual beings, and it is easier for us to 'read' images than to read written text.

Did you know that...

In Genially, you will find more than 1,000 ready-made templates to input your content and 100% customizable, which will help you tell your stories.

Meet Jamie from SFE

Finally, I’d like to introduce myself – Jamie Williams from Spectrum First Education, where I am a director and team manager, and the head of training and research development. Spectrum First is a values-based company that subscribes to the social and critical models of disability. We began in 2003 founded by Christine Breakey. We are a neurodiverse company, and one of the foremost employers of neurodivergent people in the North of England, supporting us to continually develop our understanding of how to best support the needs of neurodivergent students and staff across the UK, including at [York St John]. I was the community partner for the Inclusive Neurodiverse Campus (Project INC), which directly informs this programme. I work with universities in the UK and internationally, focusing on how higher education can better support neurodivergent people. In my spare time, I work with the international science communication volunteer group Think Like A Scientist, teaching science skills to those in constrained learning environments, such as prison classrooms. Over the course of the modules, you will be hearing more from me, along with members of the [YSJ community] and you will be meeting other members of the Spectrum First team in the later workshops.

What is it?

Project INC is a participatory action research project (2023 – present), funded by the Institute for Social Justice with a Community Research Grant. Its aims were to: * identify “what works” for neurodivergent inclusion and belonging by mapping out neurodiversity-affirming practice across all aspects of the University Campus * to focus on actionable recommendations, not just problems.

AIMS AND OBJECTIVES

By the end of the programme, you will be able to:

Better understand neurodiversity to successfully collaborate with neurodivergent students and colleagues.

Access evidence-based research on best practice.

Learn from Project INC's research at YSJ and apply its recommendations

Look beyond diagnostic definitions of neurodivergence to consider more holistic accounts based on the lived experience of your peers

Incorporate inclusive approaches to teaching, learning, and student interactions based the INClusive Model of Student Belonging.

Identify practical actions to support neurodivergent staff and students.

NEXT

By drawing on research that collates the experiences of many people, this ensures we are drawing from an evidence base that helps us understand what would provide the greatest benefit to the most people, and how we can achieve this. Excitingly, the data that this training programme will foremostly draw on is from a research project that was specifically focused on listening to the experiences of staff and students at York St John, to tell us what works for them, what could work better, and how this can happen.

WHY WE ARE TAKING A RESEARCH INFORMED APPROACH

Every aspect of the training will be supported by insights from recent research produced in partnership with neurodivergent individuals, telling us about their experiences. Historically, research has overlooked these voices, thereby overlooking important aspects of neurodiversity or misrepresenting it altogether. In Universities, we are balancing the needs of many people with different ways of experiencing the world, and as such it is important we are careful not to prioritise one account over another.

Belonging

Support

How can Universities support a Neurodiverse student body presenting a need?

How can we provide an authentic opportunity for people of all neurotypes to belong at YSJ?

Did you know that...

Do we retain 42% more information when the content is animated? It may be the most effective resource for capturing your audience's attention.

WHO WAS INVOLVED?

Lots of data was received and analysed from many people. We heard that:

• Belonging means being represented, recognised, and valued for authentic skills, not for “fitting in.”
• Neurodivergent people often face hidden challenges when they negotiate daily campus life.

Barriers can be reduced through providing:

• Comfortable sensory spaces
• Open and compassionate communication
• Flexibility in learning and working styles
• Positive steps are already happening in parts of YSJ — with clear impacts on attendance, participation, and wellbeing.

5 key themes were identified which formed our active dynamic model for belonging

Write a great subtitle here to provide context

Interactivity and animation can be your best allies when creating tables, infographics, or graphs that help provide context to the information and simplify the data for your audience. We are visual beings and find it easier to 'read' images than to read written text.

AND WHAT DID WE HEAR?

Lots of data was received and analysed from many people. We heard that:

• Belonging means being represented, recognised, and valued for authentic skills, not for “fitting in.”
• Neurodivergent people often face hidden challenges when they negotiate daily campus life.

Barriers can be reduced through providing:

• Comfortable sensory spaces
• Open and compassionate communication
• Flexibility in learning and working styles
• Positive steps are already happening in parts of YSJ — with clear impacts on attendance, participation, and wellbeing.

5 key themes were identified which formed our active dynamic model for belonging

Balance

How can we balance the often-contrasting needs of students?

Did you know that...

Did you know that we retain 42% more information when the content is animated? It may be the most effective resource for capturing youraudience's attention.

Tip:

Interactivity is the key piece to capture the interest and attention of your audience. A genially is interactive because your audience explores and relates to it.

A benefit to all

This training matters. Understanding neurodiversity helps us support all staff and students. Whatever your role, you will interact with people whose neurotype differs from the majority every day, whether in your office, on your commute, or when spending time with your friends and family. Making inclusive practice the default removes barriers that can block sustainable access to education and employment. This applies whether someone has been able to seek diagnosis, has been able to request a formal adjustment, and whether we know they are struggling or not. Consistent with this research, rather than adding to an overall workload, levels of attainment and attendance are improved by this approach, with a reduced need for adjustments or resits. Clearer communication, outlining expectations, offering sensory choice, and building flexibility into learning, work, and assessment benefit everyone while also removing barriers for neurodivergent people. This approach follows the adaptive teaching model, which involves designing a curriculum and environment that is accessible to all, rather than responding only to individual cases. This is highlighted in YSJ’s Higher Education Framework. As you will hear throughout the training, this is why an all-University and needs-based approach is favoured, and this training provides an opportunity for meaningful change and professional development to the benefit of all.

Dr Stephanie Petty

Chartered Clinical Psychologist, Associate Professor, Deputy Associate Head

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• Resources
• Publications

Next

WHATS NEXT?

The findings are being used to influence local policy and student support practices. Project INC is ongoing, and there have already been a number of outputs. These include:

• Practical recommendations delivered to University executives to influence policy and provisions, including a soon-to-be-unveiled sensory room
• Keynote speeches at Neurodiversity in Higher Education 2 conference and numerous other conferences;
• Academic paper on neurodiversity-affirming recruitment and hiring practices;
• An employer’s guide on providing sustainable employment;
• An upcoming academic paper outlining Project INC’s dynamic model of belonging for neurodivergent students in Higher Education.
• The training course.

This is an ongoing collaboration and connects to YSJ's wider commitment to social justice and inclusive practice.

YSJ & INCLUSIVITY

Interactive visual communicationstep by step:

• Improves communication on any topic.
• Matches with your audience...
• And makes them part of the message.
• Has an appropriate color for its topic.
• Represents data with graphs.
• Uses timelines to tell stories.

Why we are using a "what works" approach

This training adopts Project INC’s “What Works” approach, focusing on practices that are already happening at your university, in the hope that they can become more widely adopted.This is by no means intended to minimise the challenges experienced by neurodivergent people on University campuses, and we will be reflecting on many such challenges shared in Project INC’s data. However, a key message we heard was how small, achievable changes – made within real-world time and budget limits - can make a big difference.

These changes can be made now to bring instant benefits to neurodivergent people, rather than waiting on larger systemic changes. In this spirit, this training is built drawing on York St John’s Inclusive Education Framework, making use of tools which are available to all staff. You will find links and an explanation of how these were accessed and used in the resources of this module.

Navigation and Accessibility

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Additional resources

introduction here

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WHATS NEXT?

The findings are being used to influence local policy and student support practices. Project INC is ongoing, and there have already been a number of outputs, including this training! Outputs include:

• Practical recommendations delivered to University executives to influence policy and provisions, including a soon-to-be-unveiled sensory room
• Keynote speeches at Neurodiversity in Higher Education 2 conference and numerous other conferences;
• Academic paper on neurodiversity-affirming recruitment and hiring practices;
• An employer’s guide on providing sustainable employment;
• An upcoming academic paper outlining Project INC’s dynamic model of belonging for neurodivergent students in Higher Education;

Like neurodivergent belonging on campus, this is an ongoing collaboration and there will be more to come!