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Neurodiversity and Assessment

Explore neurodiversity and learning differences affecting EAP, adapt tasks for diverse students, enhance inclusivity in practice and assessment. Reflect, simulate challenges, discuss adjustments, and tackle wider issues. Discover ways to support executive functioning and working memory, facilitate multi-sensory learning, and promote confidence.

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Neurodiversity and Assessment

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  1. Neurodiversity and Assessment EAP and beyond.. Ruth Arrowsmith

  2. Session Aims • Overview of what we mean by neurodiversity and Learning Differences and how they could affect learning/EAP • Look at common EAP assessment tasks and the challenges they might pose. • Look at adjustments that could be made to support neuro-diverse students • Reflect on your own practice and workplace in terms of inclusivity

  3. What is Neurodiversity?

  4. Task • Where on the diagram would you put the following? • Planning and organising, time management • Sensory issues • Anxiety • Social issues • Working memory issues • Processing differences and difficulties

  5. How might we see it in the classroom? • Executive functioning • Anxiety (this is not always obvious) • Working memory (how might students ‘cover up’?) • Sensory issues • Processing issues • Social / communication • So how does this translate to EAP and assessment??? • What value judgements are attached to differences and difficulties in these areas??

  6. Simulation • What extra issues does this present for international students?? • Language, culture, living away from home, anxiety, pressure etc • How did you feel?? • What are the problems with the spelling game?

  7. What are the challenges with assessment? • Discuss the common EAP tasks and the challenges they might pose. • Draw your ideas if you want. • What other tasks might be a challenge? Why?

  8. Some Samples • Look at the EAP coursework tasks for Listening, Reading and Speaking • What challenges might they pose and how could you make them more accessible? • Think about the opening spelling task. Why isn’t it inclusive? How could you adjust it so it is?

  9. So what can we do? • Support executive functioning • Support working memory • Multi-sensory learning • Instructions / rubric • Over-learning and repetition • Visuals • Feedback • Build confidence and academic self-concept • Adapt materials • Spread awareness

  10. Wider Issues • Exams – ‘reasonable adjustments’ • Learning Support provision • The role of culture and stigma • The challenge of identification • Coursebooks and exam rubric • Lack of awareness and understanding • Teacher training • Mental health and related conditions

  11. Reflection • What might you do differently? • What is within your power to change and what isn’t? • What could you share with colleagues / managers / subject teachers?

  12. Final Questions • What are we actually testing? • How do we balance inclusivity with assessment requirements? • Are we unintentionally putting up barriers for some students? • Are we allowing our neuro-diverse students to shine? • How can we ensure an equal footing?

  13. Further Information • British Dyslexia Foundation • Dyspraxia Foundation • National Autistic Society • ADHD Foundation • ELT Well – Anne Margaret Smith • ‘Teaching Languages to Students With Specific Learning Differences’ JuditKormos and Anne Margaret Smith • ‘Understanding Working Memory’ Alloway and Alloway

  14. Further Training and Support • ruth.arrowsmithcrook@intoglobal.com • learningwithadifference17@gmail.com • FB Learning With A Difference @learnwithadifference

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