Neurodiversity & Learning
Inclusive education relies on understanding what effective engagement with learning means for each individual. This research project at the University of Cambridge Faculty of Education is using a new self-report measure of engagement with learning activities to transform our understanding of students’ experience of their learning activities and help support inclusive teaching and learning in universities, colleges and schools.
Understanding neurodiversity and engagement is at the heart of this project. Around 200 undergraduate students from over the UK have shared their experiences of learning activities with us including many autistic students and those with ADHD and anxiety. Explore our project website and publications to find out more.
Find out more about how we developed our Measure of Engagement with Learning for neurodiverse students.
Latest from the Project Blog
Why inclusion needs to be more ordinary
In planning learning activities and courses in higher education, we can broaden the range of approaches that fall within our business-as-usual teaching. In schools, the term OAP (Ordinarily Available Provision) is used to define what approaches, interventions and activities are built into the processes and structures of the school to support pupils with additional needs.…
Why aren’t pre-recorded lectures working for all students?
Autistic students, students with ADHD and those with anxiety experience lower engagement with pre-recorded lectures but for different reasons.
Why do we need so many words to measure engagement?
If you were one of the students who took part in the online survey, you may have wondered why we needed so many words to describe your engagement with learning activities! Why so many words? The answer lies in seeing the subtle differences that are often hidden within a broad concept such as ‘engagement’. The…