Course description

A focused professional learning journey.

Neurodiversity recognises that attention, communication, sensory processing, language and executive function vary across learners. Universal Design for Learning responds by creating flexible access and participation from the beginning instead of waiting for individuals to fail before support appears.

Participants work with classroom situations involving ADHD, autism, dyslexia and other learner profiles without reducing people to diagnostic labels. The programme turns UDL principles into concrete choices about goals, routines, resources, environment and assessment.

Who is this course for?

Teachers, special educators, learning assistants, coordinators and school leaders.

Education settingsSchool, VET, adult and non-formal learning Prior experienceNo specialist expertise unless stated RecommendedBring a laptop or tablet where possible

Course objectives

Use respectful, strength-based neurodiversity language
Identify sensory, executive-function and communication barriers
Apply UDL to engagement, representation and expression
Create predictable routines and flexible participation routes
Use assistive and low-tech supports purposefully
Collaborate with learners and families through curiosity and consent

Learning outcomes

By the end of the course, participants will be able to:

Complete a neuroinclusive environment audit
Redesign a lesson using UDL checkpoints
Create executive-function and sensory supports
Offer flexible participation and assessment options
Develop a strength-based learner consultation
Produce a neuroinclusive lesson and support plan

Detailed 5-day programme

Fifteen connected modules, from understanding to confident application.

Day 1

Understanding Neurodiversity and Learner Variability

Module 01

Beyond Deficit-Based Thinking

Examine neurodiversity, disability and individual support through respectful language, strengths, barriers and the risk of stereotypes.

Module 02

Experiencing the Learning Environment

Map a learner’s journey through arrival, instructions, transitions, group work and assessment to locate sensory, social and executive demands.

Module 03 · Applied workshop

Learner Experience and Sensory Audit

Follow a learner through arrival, instructions, transitions, group work and assessment to locate sensory, social, communication and executive-function demands.

Practical outcome: Neuroinclusive barrier-and-strength map

Day 2

Engagement, Safety and Predictability

Module 04

Motivation Is Not One Size Fits All

Use purposeful choice, relevance, interests, manageable challenge and autonomy while avoiding reward systems that create pressure or dependence.

Module 05

Sensory Load and Predictable Routines

Audit light, sound, movement, visual clutter, waiting and unexpected change. Create advance information and regulation options without isolation.

Module 06 · Applied workshop

Predictability and Regulation Design Lab

Create visual routines, advance information, regulation choices and manageable transitions that support safety without separating or labelling learners.

Practical outcome: Engagement and sensory-support plan

Day 3

Representation, Language and Executive Function

Module 07

Making Information Easier to Navigate

Combine concise language, visuals, models, examples and retrieval support. Distinguish clarity from oversimplification.

Module 08

Planning, Starting and Completing Tasks

Design checklists, time estimates, chunking, visible progress and transition cues that support executive function while building independence.

Module 09 · Applied workshop

Executive-Function Support Workshop

Redesign a complex task using chunking, visible progress, time estimates, models, retrieval support and gradual movement toward independence.

Practical outcome: Accessible resource and task-navigation support

Day 4

Action, Expression and Flexible Assessment

Module 10

More Than One Valid Route to Show Learning

Separate the intended competence from handwriting, speed, speech or performance anxiety where these are not the target.

Module 11

Assistive Technology and Low-Tech Alternatives

Explore text-to-speech, speech-to-text, focus tools, graphic organisers and communication supports, including privacy and learner preference.

Module 12 · Applied workshop

Flexible Assessment and Assistive Tools Clinic

Separate the intended competence from unnecessary barriers and test low-tech and digital supports according to learner preference, privacy and access.

Practical outcome: Flexible assessment design

Day 5

UDL and Neuroinclusion Design Laboratory

Module 13

Learner and Family Partnership

Practise curiosity-based conversations about what helps, what creates difficulty and how support can preserve dignity and choice.

Module 14

Redesign, Test and Refine

Apply UDL checkpoints to a real lesson, run an accessibility walkthrough and revise it through multiple learner perspectives.

Module 15 · Applied workshop

Neuroinclusive Lesson Design Studio

Apply UDL checkpoints to a real lesson, conduct an accessibility walkthrough from varied learner perspectives and revise the design with dignity and choice in mind.

Practical outcome: Neuroinclusive learning design package

The sequence and examples may be fine-tuned after the pre-course needs analysis. The published learning outcomes and 30 teaching hours remain unchanged.

Teaching and learning methods

The course uses active professional learning. Short conceptual inputs are followed by investigation, creation, testing, feedback and reflection connected to each participant’s own educational context.

Learner-experience mappingSensory auditUDL lesson redesignSupport-tool stationsCase consultationAccessibility walkthrough

Your course product

A neuroinclusive learning design package with environment audit, UDL lesson, participation options, practical supports and learner-consultation plan.

European relevance

The course translates European priorities and competence frameworks into practical educational and institutional action.

Erasmus+ priorities

Inclusion and diversityDesigning flexible learning from the outset so neurodivergent learners can access, participate and demonstrate progress.
Digital transformationSelecting accessible and assistive technologies that reduce barriers while preserving learner autonomy and privacy.
Participation in democratic lifeEmbedding learner voice, choice and respectful collaboration in decisions about support and assessment.
Support for education staffDeveloping educators’ capacity to recognise variability, redesign environments and work constructively with families and support professionals.

EU competence frameworks and reference instruments

European Strategy for the Rights of Persons with Disabilities 2021–2030Supporting accessible, inclusive education and equal participation for learners with disabilities.
European Agency Profile for Inclusive Teacher Professional LearningFraming professional competence around valuing diversity, supporting all learners and collaborative practice.
Council Recommendation on Pathways to School SuccessPromoting inclusive, supportive learning environments and coordinated assistance for learners at risk of underachievement.
LifeCompSupporting self-regulation, flexibility, empathy, collaboration and learning-to-learn competences.
DigCompEduGuiding accessible digital-resource design, learner empowerment and appropriate use of assistive technologies.

Assessment, validation and follow-up

Learning is evidenced through active participation, daily practical outcomes, peer and trainer feedback, the final course product and an individual transfer commitment. Participants receive a Certificate of Attendance. Learning Agreement and Europass Mobility support is available when required.

Universal Design for Learning and Neurodiversity