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On successful completion of the module, students will be able to:
1 - Demonstrate the principles of neurodiversity and its implications for teaching practices to advance learning, including the principles of effective coaching and mentoring.(K11, K24, K31)
2 - Critically evaluate strategies to support neurodiverse learners, recognising their unique strengths and challenges, including early identification.(K6, S28, S29)
3 - Design an inclusive classroom environment that values neurodiversity and promotes acceptance among peers, including through strategies to support the social and emotional well-being of learners.(K4, S24, B1)
4 - Reflect on personal biases and adapt practices to better support neurodiverse learners in achieving their potential, where relevant undertaking difficult conversations as appropriate.(B5, K28,S22)
The module provides Apprentices with a developing critical understanding of neurodiversity, where Apprentices explore the concept, transitioning from a medical to a social model of disability. Apprentices will examine the spectrum of neurodivergent conditions and the key principles of inclusive practice, emphasising individuality and the removal of barriers, while also reviewing relevant legislation. Apprentices will delve into specific neurodivergent conditions, including Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and dyslexia. They will focus on the characteristics, strengths, challenges, and support strategies associated with these conditions. The exploration continues with conditions such as dyspraxia, Tourette Syndrome, and other relevant neurodivergent conditions, including sensory processing differences and the complexities of co-occurring diagnoses. Typical patterns of child development and age-related expectations will be critically considered, reviewing how these differ for individual learners and the implications of these. The module also addresses assessment and identification, where Apprentices will explore formal and informal assessment methods for identifying neurodivergent needs, utilising research informed evidence-based research. They will learn to understand Educational Psychologist records and reports related to learners progress, collaborate with teachers and SENCOs to address learning needs, emphasising the importance of early identification and intervention. Apprentices will focus on the creation of inclusive learning environments with opportunities to discuss sensory considerations, strategies for promoting engagement and motivation, and the use of assistive technology to support diverse learners. This will also incorporate dynamic risk assessments of the learning environment mitigate potential hazards.
Effective communication and collaboration are integrated in the module, as Apprentices learn to communicate sensitively with neurodivergent Apprentices and work collaboratively with teachers, SENCOs, parents, and other professionals, understanding the importance of person-centered planning. The module explores evidence-based interventions and strategies. Apprentices will evaluate a range of effective interventions for supporting neurodivergent learners, develop and implement individual support plans, and use data to track progress and adjust interventions. This comprehensive approach ensures that Apprentices are well-equipped to support neurodivergent learners effectively, promoting inclusion and positive educational outcomes.
The module supports learners to recognise signs of vulnerability in self or colleagues and the appropriate actions required to minimise risks to professional well-being, including use technologies safely and effectively to promote learning.
KSB – K7 K8, K24, K30, K31, K32, K33, K34, K35, S6, S13, S23, S25.
The teaching and learning methods for this module are fully aligned with the Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022–2026), and are designed specifically for an online learning environment. This strategy underpins our commitment to working co-creatively with you, the apprentice, and connecting learning with real-world contexts and societal challenges. Our approach supports you on a personalised, values-driven, and career-focused journey throughout your studies.
All teaching methods have been thoughtfully adapted for online delivery. These include problem-based learning using digital case studies, structured reflective practice tasks, and flipped learning models. In the flipped classroom approach, for example, you will engage with pre-recorded lectures, readings, and online activities at your own pace, allowing for deeper, more meaningful engagement during live online sessions.
Synchronous sessions will replace traditional lectures and will be delivered through interactive online formats. These include live discussions, real-time polling, breakout rooms, and collaborative tools that promote active participation and peer learning. Online workshops will feature co-creative and problem-solving activities that enable you to work effectively in virtual small groups, sharing insights and developing solutions together.
Learning materials will be delivered through our virtual learning environment and will include a range of multimedia resources such as videos, e-textbooks, journal articles, and structured learning tasks to complete independently or in groups. All content will be accessible online to support flexible learning at times that suit you.
Online tutorials will be tailored to your individual learning needs, using digital tools to offer timely feedback and support. These sessions are designed to monitor your progress and provide academic guidance in a responsive, accessible way. Guest speakers and employer contributors will participate in live virtual lectures and Q&A sessions, ensuring that you are exposed to current professional practices within a flexible online format.
Relational pedagogy and person-centred planning are embedded in our delivery approach, ensuring that all online interactions remain supportive, inclusive, and responsive to your needs as a learner. Further detail on the specific teaching and learning methods, including how these have been shaped by apprentice feedback, can be found in the module handbook.
Planned LTU Off-the-Job Delivery Learning
Hours: 27
Intended Group Size: Cohort
Planned Off the Job Learning
Pre-Session Tasks
Hours: 18
Intended Group Size: Cohort
Post-Session Tasks
Hours: 27
Intended Group Size: Cohort
Minimum Self-Directed Off the Job Learning and Practical Training
Hours: 228
Intended Group Size: Individual
Further Details Relating to Assessment
Apprentices are referred to the Module Handbook for full details.
Apprentices are supported by the tutor to negotiate their own preferred assessment method for this module, this could a live or pre-recorded presentation; a portfolio, a case study or a CPD package to aid training, for example. Apprentices will be supported to reflect on their previous assessments, reflect on their strengthens and make informed decisions early in the module, where relevant with support for the employer and considering their specialist pathway. Apprentices could work individually or in small groups, with decisions made formatively early in the module.
Within the broad area of Neurodiversity, the focus of the negotiated assessment can be chosen by each Apprentice, ethically approved by the tutor. Within the negotiated assessment sections could include the following suggested content, supporting coverage of the learning outcomes.
- Critically evaluate principles of neurodiversity, including the theoretical background, and current tools available for early identification and assessment.
- The implications for teaching practices to advance learning.
- Explore the research informed strategies to support neurodiverse learners, recognizing their unique strengths and challenges. This includes social, emotional and mental wellbeing, as well as the importance of social cultural context on learning, including the factors that may lead to inequalities in access to education.
- Critical reflection on one's own professional development and choices within this assessment. Reflect on managing one's own workload and the importance of recognising capacity.
All Apprentices will have an opportunity within the modules for formative assessment support, to incrementally aid the completion of summative assessment tasks. Formative assessments may take the form of peer review, guided self-reflection, tutorial, draft feedback, and where relevant employer feedback.
This module is guided by the specialist KSBs:
SEND Specialist
- K30: National and local SEND policies, practices, processes, and procedures.
- K31: The theoretical background to a range of SEND, for example ASD, attachment and trauma and dyslexia.
- K32: Principles and approaches to early identification of SEND.
- K33: The tools available for assessment of SEND.
- K34: The impact of SEND on children and young peoples’ learning and development.
- K35: Strategies to advance learning for learners with a range of SEND.
Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered -