How neuroinclusive technology is reshaping the classroom

Neurodiversity is thankfully now part of our everyday language, recognising and celebrating individuals with conditions such as autism, ADHD, dyslexia and Tourette’s syndrome. It signals a positive shift towards a more equitable society, helping to break down stigma and discrimination against those who think, behave and communicate differently.

Flying the flag (or rather, umbrella) for different thinkers is the ADHD Foundation, the UK’s leading neurodiversity charity and official partner of Booost Education.

Last year, sales of Booost licences enabled us to raise thousands for our charity partners. In addition to helping students take control of their learning, individuals and institutions who purchased Booost helped support the UK’s leading neurodiversity charity.

Personalised learning

Neuroinclusive technology is accessible and adaptable for people of all abilities, creating an environment where everyone can participate, contribute, and thrive. By offering personalisation and adaptive learning algorithms, these technologies can cater to each user's specific needs and preferences, enabling them to engage with content in a way that works for them.

Above all, it prioritises flexibility and understanding that no two individuals are alike in their abilities and perspectives.

Technology is an integral part of our daily lives and has entered the classroom, rapidly reshaping teaching and learning methods.

The traditional educational setting doesn't work for every student, often leading to feelings of frustration and exclusion. However, the digital landscape is evolving, and schools are starting to embrace tools and platforms to accommodate the diverse learning styles and needs of neurodivergent students to create a more inclusive and supportive environment.

According to the recent ISC annual census, 103,337 Independent School pupils identified as having SEND, equating to 18.6% of all pupils. With so many tools now available to help support neurodivergent students, how do institutions know which to include in their teaching toolkit and, indeed, where to find them?

Multiple means of engagement

A good starting point is looking at what software is currently approved and available through Disabled Students’ Allowance (DSA) funding for students in higher education. Many university students in receipt of DSA have told us how much they would have benefited from support like this much earlier on in their education.

The range of options is extensive, from speech-to-text software and note-taking apps to task management and mind-mapping tools. Features of inclusive technology include customisable interfaces, adjustable settings, gamification, and reflection tools, each providing a tailored learning experience, helping students access learning materials more effectively and participate more fully in classroom activities.

These resources can be particularly useful for post-16 students, who are expected to work independently and manage their own time.

Working together for social change

Neuroinclusive technology can be a powerful tool, offering a way to overcome challenges, work to unique strengths and reach full potential. It gives users control to access resources in a way that suits them, increasing their confidence and independence.

Perhaps we can think of it as a bridge connecting all of us to a common goal - to succeed in our personal and professional lives and feel valued and included in society. Isn't that something everyone should be entitled to?