Trainer’s Guide to Neurodiversity in Training Delivery

Introduction
In the modern professional learning environment, the importance of embracing neurodiversity cannot be overstated. Neurodiversity refers to the natural variation in how human brains function, encompassing conditions such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia, dyscalculia, and Tourette’s syndrome (Armstrong, 2010). As inclusive practices gain prominence, professional trainers must adopt strategies that support neurodivergent delegates to ensure equitable access to learning and maximize participant potential.

Why Neurodiversity Matters in Training
The neurodiverse population brings unique strengths to professional environments—ranging from creative problem-solving and pattern recognition to hyper-focus and attention to detail (Austin & Pisano, 2017). However, without adjustments, traditional training models can unintentionally exclude these learners. Inclusive training design is both a legal obligation under the Equality Act 2010 and a strategic imperative for fostering innovation and engagement (UK Government, 2010).

Principles for Inclusive Training Delivery
1. Understand Individual Needs Before the Session
Strategy: Use a pre-course questionnaire to ask delegates if they require any adjustments. For example:

“Do you use any strategies or tools (e.g., assistive technology) that help you learn more effectively?”

“Are there any adjustments we can make to support you during this training?”

Why it matters: Understanding needs before the session allows for proactive accommodations, avoiding last-minute disruptions or discomfort (Cooper, 2011).

2. Create a Predictable Structure
Strategy: Provide an agenda at the start, with clear session timings and objectives. Reiterate the structure verbally and visually throughout the session.

Example: A printed schedule with icons representing activities (e.g., discussion, break, quiz) helps visual learners and reduces anxiety for autistic delegates.

Why it matters: Predictability helps reduce cognitive overload and anxiety, which are common barriers for neurodivergent learners (Baron-Cohen et al., 2009).

3. Vary Delivery Modes
Strategy: Use a multi-modal approach: combine verbal explanations, written content, visuals, and kinaesthetic activities.

Example: When explaining a concept like “harm reduction,” accompany the verbal explanation with a mind map, handout, and a short role-play scenario.

Why it matters: Neurodivergent learners process information differently; offering multiple modalities increases comprehension and retention (Fleming & Baume, 2006).

4. Allow for Flexibility in Participation
Strategy: Provide alternative ways for delegates to engage: verbal contributions, written notes, or post-session reflections.

Example: Allow learners with ADHD to stand, use fidget tools, or type notes on a laptop if it helps with focus.

Why it matters: Rigid expectations around participation can disadvantage neurodivergent learners who may struggle with verbal processing or sitting still (Kapp, 2020).

5. Use Clear and Concise Language
Strategy: Avoid idioms, metaphors, or jargon unless explained. Use short sentences and highlight key terms.

Example: Instead of saying “Let’s hit the ground running,” say “Let’s start right away.”

Why it matters: Learners with ASD or dyslexia may interpret language literally or have difficulty processing abstract phrases (Happé, 1994).

6. Offer Time and Space for Processing
Strategy: Build in moments for reflection after information-heavy segments. Use breaks strategically and allow access to quiet spaces.

Example: After a 20-minute theory block, give five minutes for silent note-taking or journaling.

Why it matters: Delegates with dyslexia or processing difficulties benefit from extra time to absorb material (Shaywitz, 2003).

7. Provide Written and Digital Resources
Strategy: Offer digital copies of slides, transcripts, and accessible documents in advance where possible.

Example: Use sans-serif fonts, wide line spacing, and dark text on pale backgrounds for handouts.

Why it matters: These features support learners with visual stress or dyslexia and offer alternative formats for review (Rose & Meyer, 2002).

Case Example
Scenario: In a recent session on substance misuse interventions, a delegate disclosed ADHD. Adjustments included shorter, chunked content, movement breaks every 30 minutes, and permission to use noise-cancelling headphones during group work. The result was a highly engaged learner who contributed meaningfully through written reflections instead of oral responses.

Impact: The delegate reported improved focus, reduced anxiety, and a sense of inclusion. The group benefited from a diversity of perspectives in discussion summaries.

Legal and Ethical Responsibilities
Under the Equality Act 2010, trainers are legally required to make reasonable adjustments for disabled learners, which includes many neurodivergent conditions (UK Government, 2010). Ethically, inclusive training reflects best practice in diversity, equity, and inclusion.

Conclusion
Incorporating neurodiversity into training practices is not merely about compliance; it’s about unlocking potential, increasing engagement, and delivering meaningful learning outcomes. Trainers must be proactive, responsive, and flexible, using inclusive strategies that benefit all learners—not just those with diagnosed conditions.

By embedding inclusive design and delivery, trainers cultivate environments where neurodivergent learners can thrive, enriching the training experience for everyone.

References
Armstrong, T. (2010) Neurodiversity: Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences. Da Capo Lifelong Books.

Austin, R. D. & Pisano, G. P. (2017) ‘Neurodiversity as a Competitive Advantage’, Harvard Business Review, May–June.

Baron-Cohen, S., Scott, F. J., Allison, C., Williams, J., Bolton, P., Matthews, F. E., & Brayne, C. (2009) ‘Prevalence of autism-spectrum conditions: UK school-based population study’, British Journal of Psychiatry, 194(6), pp. 500–509.

Cooper, R. (2011) The Neurodiverse Workplace: Supporting Differently Wired Brains in the Office. Palgrave Macmillan.

Fleming, N. D. & Baume, D. (2006) ‘Learning styles again: VARKing up the right tree!’, Educational Developments, 7(4), pp. 4–7.

Happé, F. (1994) Autism: An Introduction to Psychological Theory. Harvard University Press.

Kapp, S. K. (2020) Autistic Community and the Neurodiversity Movement: Stories from the Front Line. Palgrave Macmillan.

Rose, D. H. & Meyer, A. (2002) Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD.

Shaywitz, S. (2003) Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Knopf.

UK Government (2010) Equality Act 2010. [online] Available at: https://www.legislation.gov.uk/ukpga/2010/15/contents [Accessed 7 Jun. 2025].