Are you being a neuro-inclusive educator?

Source: Are you being a neuro-inclusive educator?

Over the past decade, universities have seen a significant rise in students with Specific Learning Difficulties (SpLD), many of whom were diagnosed and supported in school. However, not all students, particularly international, part-time, or undiagnosed ones, are eligible for the UK’s Disabled Students’ Allowance (DSA). Even eligible students often don’t fully utilize available support. This highlights the importance of educators understanding SpLDs to better assist students.

Stress has become a key focus in SpLD support, especially post-pandemic. While remote learning reduced social stress for students with Autism Spectrum Disorder (ASD) and ADHD, it also led to issues like isolation and loss of motivation. Procrastination is also increasingly recognized as a significant barrier, often rooted in anxiety, confidence issues, or poor task management.

To support SpLD students, staff should understand the impact of stress and procrastination, direct students to available resources, and promote effective use of assistive technologies. Practical strategies include recording meetings, providing written follow-ups, setting achievable goals, and maintaining regular check-ins to ensure early intervention when issues arise. Click here to read more.