CELT Celebrating Neurodiversity in Teaching and Learning

Overview

Reframing neurodiversity in higher education from a deficit-led, student-only concern to a strengths-based, whole-institution issue that includes staff experience, organisational systems, and academic culture.

Together, we will explore individual and collective strengths. Drawing on informal and anonymous contributions via Mentimeter and Padlet, colleagues can share lived experiences and reflect on how strengths are recognised, valued, and used in teaching, learning, and support roles.

The session focuses on resilience, autonomy, and positive self-concepts. It aims to support colleagues who identify as neurodivergent, while also helping those who do not to better understand neurodiversity and work more inclusively with others.