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Supporting neurodivergent students with professional dialogue in work-based learning settings

This project brought together staff and students from the University of Aberdeen and North-East College Scotland to co-create practical, neuro-affirmative resources that help neurodivergent learners navigate professional dialogue in work-based learning settings. 

 

Through focus groups with students and placement mentors, collaborative analysis, and iterative development, the team have produced banks of clear, supportive language and guidance designed to reduce ambiguity, strengthen communication, and enhance placement experiences. 

 

The materials were piloted, evaluated, and embedded within institutional placement documentation, with wider dissemination planned across Scotland’s tertiary sector to support tailored, targeted and personalised support for diverse learner journeys.  Find out more in the downloadable slide presentation below.

Supporting neurodivergent students

 

 

The term neurodiversity was coined in the late 1990s by sociologist Judy Singer, who advocated for a shift away from viewing neurological differences as disorders or deficits requiring correction. Instead, neurodiversity frames these differences as natural and welcome variations in human cognition, encouraging recognition of the unique strengths and perspectives of neurodivergent individuals.

 

The concept promotes acceptance, inclusion and the creation of environments that accommodate and value different neurological profiles. Understanding that people think and process information in diverse ways can help create more supportive and accessible environments. Commonly recognised neurodivergent conditions include autism, Attention Deficit Hyperactivity Disorder (ADHD), dyslexia, dyscalculia and Tourette’s syndrome.

 

The term neurodiversity was coined in the late 1990s by sociologist Judy Singer, who advocated for a shift away from viewing neurological differences as disorders or deficits requiring correction. Instead, neurodiversity frames these differences as natural and welcome variations in human cognition, encouraging recognition of the unique strengths and perspectives of neurodivergent individuals. The concept promotes acceptance, inclusion and the creation of environments that accommodate and value different neurological profiles. Understanding that people think and process information in diverse ways can help create more supportive and accessible environments. Commonly recognised neurodivergent conditions include autism, Attention Deficit Hyperactivity Disorder (ADHD), dyslexia, dyscalculia and Tourette’s syndrome.