It is estimated that 15% to 20% of UK school pupils are neurodivergent, a group which includes a range of differences such as dyslexia, dyspraxia, autism, ADHD and others.

Without appropriate support, neurodivergent students frequently underperform academically relative to their underlying ability as a direct result of their challenges. This can lead to an erosion of self-esteem, increased anxiety and a heightened risk of mental health challenges.

While these neurodevelopmental differences are distinct and may need to be supported at an individual level, they do have traits in common.

While differentiation remains important, there is growing evidence that universal, inclusive teaching strategies can improve outcomes for both neurodivergent and neurotypical students.

This half-day course explains the key traits shared by the most prevalent neurodivergent groups and matches these traits with solutions from mainstream teaching pedagogies.

Learning Outcomes:

You will:

• Deepen your understanding of the specific challenges faced by neurodivergent students in the classroom
• Reflect on a range of helpful pedagogical approaches to explore which align with Ofsted’s focus on “achieve, belong, thrive.”
• Identify practical approaches that can be embedded into everyday teaching to reduce barriers and improve engagement.

Session 1: Understanding Shared Learning Challenges

• Explore the key cognitive and behavioural traits common across neurodivergent profiles.
• Learn how these traits affect classroom participation and progress.
• Develop awareness of how to adapt teaching styles and classroom environments to mitigate impact.

Session 2: Evidence-based Inclusive Teaching Pedagogies

• Explore high-impact strategies such as scaffolding, retrieval practice, dual coding, and flexible grouping.
• Understand how these approaches support executive function, working memory, and processing speed.
• Practical guidance on embedding these strategies into day-to-day teaching and curriculum planning.

This course is suitable for Secondary teachers, school leaders , SENCOs, inclusion leads and learning support assistants. It would also be useful to anyone responsible for coordinating future INSET and CPD training in schools or with the role of increasing inclusivity as part of long-term School Development Plans.

Presenter Profile

Amanda Ross-Scott has over 20 years experience as Head of Learning Support in Independent schools. She is now a SEND Consultant working with parents and schools to support students with neurodiversity. In addition she works with young people and adults with ADHD, Autism, Dyslexia, and as an Executive Function Coach.

Cost: £150 per delegate; £50 each for subsequent delegates from same school

Booking Form

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