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“I really enjoyed the course and learned a lot. Thank you.”

Andrea, Solace for Children, Worcester

Course Summary

Neurodiversity is a natural and valuable part of human variation. This course moves away from "deficit-based" thinking, instead focusing on a strengths-based approach that celebrates different ways of thinking, learning, and processing information.

Empowering Potential through Neuro-Affirming Practice

To truly support neurodivergent individuals, we must look beyond labels and understand the unique "spiky profiles" of those we support. This course focuses on several key pillars of inclusion:

  • The Social Model: Shifting the focus from "fixing" individuals to removing environmental and societal barriers.
  • Cognitive Profiles: Deep-diving into Autism, ADHD, Dyslexia, and Tourette’s to understand specific processing and sensory needs.
  • The Trauma Connection: Identifying how masking, hypervigilance, and "latent vulnerability" impact long-term wellbeing.
  • Practical Adjustments: Implementing co-produced strategies that promote dignity, autonomy, and psychological safety.

By integrating the six-principles strategy and the Equality Act 2010 framework, participants will gain the confidence to challenge stigma and dismantle deficit-based language. This session bridges the gap between biological theory and real-world application, ensuring your team can foster a whole-organisation culture of genuine belonging.

This Neurodiversity Training Course is specifically designed to meet UK Level 3 standards, making it an ideal choice for health, social care, and education professionals looking to advance their inclusive practice and improve outcomes for neurodivergent people.

Course Learning Outcomes

Review the learning objectives below. Expand each aim to view the detailed criteria this course covers.

1Understand the meaning, context and principles of neurodiversity
  • 1.1Explain the meaning of the terms, neurodiversity, neurodivergent, neurotypical and neuroplasticity.
  • 1.2Describe the social model of disability and its relevance to neurodiversity.
  • 1.3Analyse common misconceptions and stereotypes relating to neurodivergence and their impact on individuals.
  • 1.4Explain the principles of promoting neurodiversity through inclusive practice, policy, and organisational culture.
2Understand neurodivergent profiles and strengths‑based approaches to support
  • 2.1Identify a range of neurodivergent profiles, including autism, ADHD, dyslexia, dyscalculia, dyspraxia (DCD), Tourette’s and sensory processing differences.
  • 2.2Describe strengths, skills, and positive attributes associated with different neurodivergent profiles.
  • 2.3Explain the concept of spiky profiles and how uneven skill patterns influence support needs.
  • 2.4Describe inclusive strategies and reasonable adjustments that support neurodivergent people in education, residential care, and workplace settings.
  • 2.5Explain the importance of co‑producing support with neurodivergent individuals to promote autonomy, dignity, and agency.
  • 2.6Describe how sensory, communication, and executive functioning differences can be supported through adaptations and environmental design.
3Understand theories of neurodivergence, developmental delay, and the impact of trauma
  • 3.1Explain key theories of neurodivergence, including differences in brain development, processing, and cognition.
  • 3.2Explain the difference between neurodivergence and developmental delay, including how each may present.
  • 3.3Describe how adverse childhood experiences (ACEs) and trauma can influence development, behaviour, and wellbeing.
  • 3.4Explain the meaning of latent vulnerability and identify potential contributing factors.
  • 3.5Describe how trauma and neurodivergence may interact, including masking, hypervigilance, and stress responses.
  • 3.6Explain trauma‑informed approaches that support neurodivergent people, including predictability, co‑regulation, and psychological safety
4Understand how to promote neurodiversity, acceptance, and whole‑organisation inclusion
  • 4.1Identify key legal and ethical frameworks relevant to neurodiversity and inclusion (Equality Act 2010, SEND Code of Practice, Human Rights Act, reasonable adjustments).
  • 4.2Describe the six‑principles strategy for promoting neurodiversity and inclusion.
  • 4.3Identify key principles of maintaining a positive, strengths‑based approach to neurodivergence.
  • 4.4Explain the impact of masking and camouflaging, including emotional fatigue and wellbeing implications.
  • 4.5Explain the importance of communication styles, processing time, and clarity when supporting neurodivergent people.
  • 4.6Describe ways to challenge stigma, discrimination, and deficit‑based language within teams and services.
  • 4.7Explain the meaning and importance of a whole‑organisation approach, including leadership, policy, environment, and staff development.
  • 4.8Explain the importance of reflective practice in developing inclusive, neurodiversity‑affirming environments.
  • 4.9Describe how to build psychologically safe relationships that reduce anxiety and support authentic expression.

Who is this course for?

This neurodivergent training course is designed for professionals across the health, social care, and education sectors, as well as team leaders and HR professionals who want to move beyond basic compliance toward a culture of genuine neuro-inclusion.

Duration

1 day course - we can be flexible on start and finish times to suit your needs such as school run friendly times.

Availability

This nuerodiversity training course is offered in two delivery formats:

  • Remote Online: Led by a live tutor via Zoom or Microsoft Teams, allowing participants to join remotely. (Also known as virtual classroom training)
  • Face-to-Face: Delivered in person at your location or a venue you arrange. (Also referred to as on-site training)

View a comparison of Remote and in-person face to face training .
Complete our quick enquiry form for a price and available dates.

Certification

Each learner completing this course will receive a digital (PDF) certificate of learning.

Accreditation

The course contents are accredited by the Open College Network (OCN) Credit4Learning as a Level 3 course.

Remote or Face to Face

Choose the learning environment that works best for you: our expert-led training is offered in two convenient formats - remote tutor led online or in person face to face.

Compare Remote with Face to Face

1 Day Course

Flexible start and finish times to suit you. Contact us for available dates.

Accredited

The course contents are accredited by the Open College Network (OCN) Credit4Learning as a Level 3 course.

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Course FAQs

Why is neurodiversity training essential beyond standard mandatory sessions?

Standard mandatory training often focuses on compliance and 'managing' disabilities. This course goes deeper, teaching you how to proactively create environments where neurodivergent people excel by understanding specific cognitive profiles, processing needs, and the impact of sensory design.

How does this course support the 'social model of disability' in my daily work?

Instead of looking at what an individual 'cannot do,' this course teaches you to identify and remove the barriers within your service or workplace. It shifts the focus from 'fixing the person' to 'fixing the environment,' which is the core of modern, ethical care and education.

Is this training relevant if I don't work in a clinical setting?

Absolutely. Neurodivergent individuals are in every workplace and community. This course uses down-to-earth language applicable to any business or service provider, focusing on communication, psychological safety, and clear-headed strategies for inclusion.

What is a 'spiky profile' and why should I know about it?

A spiky profile refers to the common neurodivergent experience of having very high skills in some areas but significant challenges in others. Understanding this prevents the common mistake of assuming a highly capable person is 'being difficult' when they struggle with a specific, seemingly simple task.

How does trauma-informed care link to neurodiversity training?

Many neurodivergent people experience trauma through years of masking or being misunderstood. This course explores 'latent vulnerability' and how to use predictability and co-regulation to support individuals who may have higher stress responses due to their environment.
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