Skills Tasmania: Teaching that Clicks - Engaging Neurodivergent Learners

Neurodivergent learners bring unique strengths, perspectives, and thinking patterns that enrich learning communities. To fully engage and support these learners, educators must design learning experiences that reduce cognitive barriers, offer multiple pathways for participation, and build on individual strengths.

Description

  • This session explores practical, evidence‑informed strategies- grounded in Universal Design for Learning (UDL), cognitive science, and professional judgement- that help learning “click” for neurodivergent students while fostering core employability skills such as communication, problem‑solving, teamwork, and adaptability.

  • Topics Covered

    • Understanding Neurodiversity- Key characteristics, strengths, and learning profiles associated with neurodivergent learners.
    • Reducing Cognitive Load for Greater Engagement- How instructional clarity, chunking, and predictable routines support sustained attention and comprehension.
    • Universal Design for Learning (UDL) Strategies- Designing learning tasks with multiple means of engagement, representation, and expression.
    • Supporting Core Employability Skills- Practical ways to embed communication, teamwork, problem‑solving, and adaptability into inclusive learning activities.
    • Using Professional Judgement to Tailor Support- Interpreting learner cues, strengths, and needs to make informed teaching adjustments.
    • Practical Tools and Adjustments That Make Learning Click- Low‑cost, low‑prep strategies and technologies that increase focus, autonomy, and accessibility.

  • Learning Outcomes

    • Apply inclusive teaching strategies that align with UDL principles to better support neurodivergent learners.
    • Reduce cognitive load through more accessible instructions, routines, and task design.
    • Integrate employability skills into activities that are engaging and accessible for diverse learners.
    • Use professional judgement to identify learner needs and make targeted, effective adjustments.
    • Select practical tools and approaches that improve engagement, communication, and participation.
    • Create learning environments that build confidence, autonomy, and positive learning experiences for neurodivergent students.

    • Session includes

      Certificate of Attendance 

Who should attend this session?

This is a free session for all participants employed by RTOs that hold a current Funding Agreement with Skills Tasmania.