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?
Dyslexia
AD(H)D
ASC
Dyspraxia

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’ Judit Kormos and Anne Margaret Smith
‘Understanding Working Memory’ Alloway and Alloway

14. Further Training and Support
FB Learning With A