This is especially important for cross-functional teams in regulated environments, such as pharma and biotech.
If your current system only works on paper, it might be time to talk. Send us a message or book a discovery call at getsuperproductive.com.
#Neuroinclusivity #ProjectManagement #Pharma
This is especially important for cross-functional teams in regulated environments, such as pharma and biotech.
If your current system only works on paper, it might be time to talk. Send us a message or book a discovery call at http://getsuperproductive.com
#Neuroinclusivity #ProjectManagement […]
We should NOT rely on diagnoses before support kicks in
Word.
#neuroinclusivity
Talk 4: Dr David Pugh, Department of Chemistry, University of York, UK
“Considering neurodiversity in taught laboratory environments”
#EDI #neuroinclusivity
Good practice: advance provision of rubrics. Example shown for practical skills is transparent and allows students to prepare effectively.
#EDI #neuroinclusivity
Lab practices: often have to push back on the 'we've always done it this way' mode of assessment which has clear survivorship bias.
Variety is good for academics as well as for students
#EDI #neuroinclusivity
Example of using footballer locations for matrices calculations.
I'm afraid my brain is broken by the geographical details not lining up with the values provided! Why is Messi in Paris at a negative x coordinate relative to whoever was in Manchester?
#EDI #neuroinclusivity
More good practice: transparency of expectations and processes in assessments.
#EDI #neuroinclusivity
Context-based learning is inherently more relevant/relatable/accessible
#EDI #neuroinclusivity
Second pillar:
Videos, text, audio - don't rely on a single mode and let students access whatever is most accessible for them.
Example: ppt slides, lecture recording, summary notes, additional support tools.
Use accessibility checkers on documents.
More is more!
#EDI #neuroinclusivity
examples: padlets for asynchronous and anonymous engagement
#EDI #neuroinclusivity
First pillar: promote autonomy and self-determination as far as possible within the constraints of required attributes of an accredited degree.
#EDI #neuroinclusivity
UDL is not about retrospective mitigation - embed inclusivity from the start.
3 pillars of UDL: multiple means of engagement, multiple means of representation, multiple means of action & expression
#EDI #neuroinclusivity
Masking and ability to cope is a barrier to diagnosis.
Reminds me of the myth of high-functioning...we're only functional until we're NOT.
#EDI #neuroinclusivity
NI still has issues with segregated and rural education - a unique issue of intersectionality
#EDI #neuroinclusivity
Third talk: Dr Kevin Morgan, Queen's University Belfast, UK (Online talk)
“Use of Universal Design for Learning to Support Neurodivergent Learners in STEM”
#EDI #neuroinclusivity
Back to Vijesh - shares a zine on ND. Really nice. Is there a digital version?
#EDI #neuroinclusivity #ASD
Imperial has created some video resources of lived experiences of ND students surrounding assessment case studies.
#EDI #neuroinclusivity #ASD
Grace also talks about the guides they have created for ND students, e.g. time management support guide.
#EDI #neuroinclusivity #ASD
Greeting-card sized resources that unpack the assessment types and provide inclusive practice and reasonable adjustments.
THESE ARE BRILLIANT
#EDI #neuroinclusivity #ASD
Created a tool that identifies the best assessment types that minimise needed implicit skills.
Key barriers loosely grouped into:
Cognitive, Literacy/Motor, Emotional, Communication, Sensory
#EDI #neuroinclusivity #ASD
Mapping assessment skills:
Assessments require explicit skills (things that are tested) and implicit skills (things students need to apply) e.g. time management, interpretation of questions, ability to communicate in groups
#EDI #neuroinclusivity #ASD
Things that matter to ND students in assessments:
Autonomy, Control, Clarity, Familiarity, Flexibility.
Open book assessments are broadly favoured
#EDI #neuroinclusivity #ASD
Recommendations: sensory friendly spaces, PBL, reducing cognitive learning, focus on UDL
#EDI #neuroinclusivity #ASD
Learning factors:
-Note taking in lectures can be a challenge. All students benefit from provision of slides and resources ahead of time.
This is surely a no-brainer by now.
#EDI #neuroinclusivity #ASD
Diagnosis is a massive boost to self-compassion, awareness & support, both internal and external
#EDI #neuroinclusivity #ASD
15/17 diagnosed after starting university. 15/17 experienced anxiety, burnout, bullying, or depression.
And this came as a surprise...
Masking and self-blame/negativity endemic. :-(
#EDI #neuroinclusivity #ASD
Research study based on interviews of ND students. Textual analysis following Braun & Clarke's Thematic Analysis Framework: www.tandfonline.com/doi/abs/10.1...
#EDI #neuroinclusivity #ASD
HoD introduction notes that the changes made over the last few years to support #neuroinclusivity have helped everyone. More work needed still, particularly on the staff front. This echoes my experiences in Sheffield Physics
#EDI
Workplace wellbeing is evolving - strategy, neuroinclusivity, and tech are shaping the future.
Check out our latest article on how organisations can create spaces where everyone thrives:
www.futureoftheoffice.com/insights/258...
#WorkplaceWellbeing #Inclusion #Neuroinclusivity #FutureOfWork
