At UNE, there are a range of ways we are catering to a growing number of neurodivergent students.

It goes way beyond personalised learning plans to making online content more accessible, assessment design and provisions, and providing dedicated psychological and peer support.

“Our primary goal is to improve the wellbeing and study outcomes for neurodivergent students,” said Gwen Shumack, Manager, Student Counselling and Psychological Services (CAPS) at UNE’s Wellness Centre. “Many of the initiatives UNE is introducing won’t just help the neurodivergent; they will ensure the university is more inclusive and accessible for all.”

Neurodivergence is an umbrella term for a range of diagnoses like autism, ADHD, dyslexia and other learning disorders. People who see the world through a different lens and process information differently can find communication, self-expression and social interactions challenging.

In a tertiary education context, this can be overwhelming. Neurodivergent students often struggle with sensory overload and can find it hard to attend face-to-face classes and complete time-based assessments. It can be difficult to learn and receive grades that are representative of their true ability.

UNE is currently delivering Project Uplift – a major exercise in improving experience and access across all units for all students, including a number of strategies that benefit neurodivergent students.

“At UNE we are undertaking a wide-scale upgrade of technology to push curriculum design and allow us to build principles of inclusivity and accessibility into everything we offer students,” said Senior Learning Designer Kate Mitchell. “In trying to accommodate particular students, we aim to support everyone, including those students who are first in family to attend university, those for whom English is not their first language, or those who are studying while also undertaking caring responsibilities.”

Grace Hull is using her own lived experience to inform improvements as part of UNE’s Learning Design team. “My passion is working to reduce barriers to education, empowering students and helping to improve their retention, and having neurodivergent people on staff flows through to accessible learning design,” she said. “There are a lot of barriers to neurodivergent students enrolling and succeeding. It took me 10 years to get my undergraduate degree (a Bachelor of Educational Studies at UNE) and I really struggled because of the way the course was designed.”

It comes down to recognising individual student needs, said former Manager Student Accessibility in the UNE Wellness Office (SAWO), Mirela Suciu.

“People learn by various means – listening, reading or watching; some need a lot of repetition and others don’t,” she said. “We are offering a range of learning formats and mediums at UNE that allow different people to learn and present their knowledge in a way, time and format that suits them.”

It starts with providing content in a variety of formats – from audio recordings of lectures accompanied by transcripts, to videos, audio activities, and even peer conversations. “This recognises that there are multiple forms of expression,” Mirela said. “And by catering to more people, we think it will ultimately lead to more collaboration and creativity, beyond the traditional, accepted modes of study.”

Grace said a range of additional practical measures – of the kind UNE is introducing through Project Uplift – can also help. “Like ensuring all learning material is organised and presented in consistent ways, is easy to navigate and digest,” she said.

“Or providing opportunities for neurodivergent students to study side-by-side with others – the concept of a body double.”

Allowing students different ways to demonstrate their knowledge is also critical.

“Neurodivergent students can engage in class conversations and tutorials, pass all their tests with flying colours, but fail final exams because of the way these assessments are worded, structured and timed,” Mirela said.

Assessment design plays a key role. UNE units employ a range of different assessment formats, such as written assignments, oral exams, problem-based learning, design projects, untimed quizzes and reports. Assessments like ePortfolios and industry or simulated activities are also becoming more popular, giving students creative ways to demonstrate their skills and knowledge.

When time-bound assessments like exams are necessary, UNE’s online exams strategy comes into its own. By default, all students can choose the time and place that’s best for them to suit their exam, allowing neurodivergent students to have control over their sensory environment and choose the time their brain works best. With a Study Access Plan developed with SAWO, they can also access extra accommodations, such as additional time; the use of fidget toys, headphones or earplugs, or extra breaks.

Flexibility is also essential for neurodivergent students, who can have fluctuating capacity. UNE is also implementing a new application process that enables quicker and easier access to the range of Special Assessment provisions available.

“UNE offers flexibility on a scale I’ve not seen anywhere else,” said Kate. “When students have more flexibility and choice, they have more agency, and can take a more active role in their learning.

“The added bonus of ensuring such accessibility and inclusivity is that it also caters to those people who may not disclose or choose not to disclose they have a disability. When we build inclusion into the whole student experience, there’s no need for disclosure.”

This is also an important means of supporting people that may not be aware they are neurodivergent, due to systemic barriers to accessing diagnosis.

Grace said a diverse range of student employees with a variety of strengths and challenges are now having input into the design of individual units. She is happy to be sharing her personal insights into what it is to be neurodivergent and how to design for neurodiversity specifically. 

And not only neurodivergent students will benefit.

“If you are designing for accessibility, it naturally includes a wider range of people,” Grace said. “It means you cater to the neurodiverse, as well as people with disability, hearing or vision impairment and even chronic illness.”