When using the toolkit please bear in mind that there is no one-size-fits-all approach to supporting neurodivergent students. Each student has unique needs that may vary over time and in different contexts. You will also have your own approach to teaching. The guidance here aims to offer strategies that can be adapted to different situations. Not all suggestions will be appropriate for every scenario, but they can serve as a starting point for fostering an inclusive learning environment. This toolkit has been produced in collaboration between the Library’s Learning Development and Academic Liaison (LDAL) team and LMG Student Partners, and will be updated as required. With special thanks to colleagues across LMG (Libraries, Museums & Galleries) as well as those in Disability Advice and Guidance and Centre for Innovation in Education (CIE) for their input.

Prepare accessible teaching materials:

• Use clear, concise language.
• Provide important information in verbal and written formats.
• Use in-built title, subtitle and heading styles.
• Use left-aligned text and 1.5 spacing.
• Ensure that colour is not the only means of conveying information.
• Use descriptive links, rather than eg CLICK HERE.
• Use sufficient contrast for text and background colours eg use high contrast colour schemes on opposite ends of the colour spectrum. You can select to use only high contrast colours in the font options eg in Microsoft products. Microsoft and Canvas will also check for this in the accessibility checker.
• Include alt text with all visuals. Alt text is a brief description of an image which conveys meaning and context for users who cannot see the image. See how to add alt text to visuals.
• Always make the most important information easy to find and simple to understand.
• Check accessibility using inbuilt accessibility checkers eg in Microsoft products: Review > Check Accessibility; in Canvas click on the ‘person in a circle’ icon when editing.

For presentations eg PowerPoint:

• Make sure content can be read in the order that you intend.
• Ensure text readability with 18+ font size and sans serif fonts.
• Give every slide on a PowerPoint a specific title.
• Bullet point lists improve readability.
• Include visual aids such as charts, graphs or images where possible.
• Use an accessible template for all your presentations.

For video recordings:

• Check the quality of the recording before it is finalised.
• Always include closed captions/subtitles and check for accuracy.

Provide content ahead of time:

• Allow students access to lecture slides, notes and handouts before lectures or seminars to give them a chance to familiarise themselves with the material. The amount of processing time people need can vary.
• Share instructions in advance for any tasks relating to the session, plus associated content. This supports neurodivergent students to process the information ahead of any task and prepare themselves for the task itself, should they need to.
• Signpost to our KnowHow tutorial: Study support for neurodivergent students.
• Liaise with Module Leads to update reading lists as soon as possible before the module begins.

Sensory needs:

• Eliminate background noise, harsh or flickering lighting, visual distractions. Note, due to the varying environments in which we teach, this may not always be possible.
• Include breaks in longer sessions and mention this at the start.
• Allow for fidget toys, focus tools or similar objects/activities eg doodling, knitting etc. Certain restrictions on items are in place in SCA in order to protect materials.
• Eye contact may be difficult or painful for some students but that may not mean the person is not listening.

Clear outlines and timelines:

• Use clear and direct communication and instruction. Try to only use plain or literal language and avoid metaphors and sarcasm, as using words which don’t mean what they literally mean (eg heartbroken) can confuse.
• Provide a session outline at the beginning.
• Give the estimated timelines for each topic/section where possible.
• Indicate when any breaks will occur.
• Stick to the outlines and timelines as best as possible, avoiding unnecessary tangents.
• Allow for questions and provide different options for students to do this eg make a point of saying that questions can be asked during or after the session, by raising a hand, submitting electronically (Teams, Padlet, PollEverywhere) – whichever best fits the session.

Follow up:

• Share any lecture recordings, presentations in original format, and/or any additional resources with the group as soon as possible.
• Discuss with academics/module leads whether there is anything else you could be doing to support your students.
• Consider asking students if there is anything you could do differently in future to support their participation.

Reflect and adjust:

• Review what worked well and what didn’t.
• Adapt future sessions based on feedback.
• Stay informed about best practices for neurodivergent students.

• Instruction strategies to support neurodivergent students (Slideshare)
• Make your PowerPoint presentations accessible to people with disabilities (Microsoft)
• Neuroinclusive communications guide for communications professionals (PDF)
• Designing for diverse learners (Website)
• Get accessible templates for Office (Microsoft)
• Neurodiversity accessibility checklist (La Trobe University - PDF)

Created by: Learning Development and Academic Liaison team, Libraries, Museums and Galleries. May 2025 

Last updated: July 2025.