Neurodiverse students at LSBU make up 52% of learners who have shared information to the University about their disability and require adjustments to their studies. However, not everyone is aware of what neurodiversity means, including the strengths and barriers students experience within the curriculum. We will provide an overview of what this umbrella term means as well as using our revised Marking Policy for constructive feedback. 
  
This will be a fun interactive and informative session, with a combination of presentations, group discussion and time for question and answers. We recommend colleagues attend with examples of current module assignments and learning outcomes to consider a range of inclusive assessment methods and supportive feedback. 

This workshop will help to set the context of current external and internal factors that are driving an urgent need to reconsider how we can assess and support this group of learners. 
 
Aim:  
 
To understand the strengths and difficulties neurodiverse learners experience and consider inclusive assessment methods.  
 
Learning outcomes: 
 
• Understand sector developments in supporting neurodiverse leaners. 
• Understand the principles of inclusive assessment.  
• Understand neurodiverse characteristics and learning preferences.  
• Consider adjustments within module delivery and assessment of students.  
• Provide positive and constructive feedback to neurodiverse learners. 
 
A structured approach ensures that assessment challenges can be addressed contextually and evolve alongside technological innovations in a changing landscape (Dawson, 2015; Evans and Waring, 2020). Consequently, LSBU’s Assessment Principles were developed to provide a strategic direction for assessment practices and provide course teams with the resources and support needed to evaluate assessments. This session will highlight Assessment Principle 3, focusing on how assessment supports the personalised needs of learners by being inclusive and equitable.