Foundations of Neuroinclusive Literacy
Unlock Clearer Written Communication for Neurodivergent Apprentices
Overview
Processing and producing text is one of the most significant – and often invisible – barriers faced by neurodivergent apprentices. From assignment briefs and portfolio evidence to emails, reflections and feedback, literacy demands are embedded across every stage of apprenticeship delivery regardless of the industry. Yet many learners struggle not because of a lack of capability, but because written communication is designed in ways that disadvantage differences in processing, working memory, organisation and transcription.
This webinar introduces the foundations of neuroinclusive literacy, moving beyond individual adjustments and assistive technology towards universal approaches that benefit all learners. Focusing on ADHD, autism and dyslexia, the session explores how different neurodivergent profiles interact with written language and why conventional approaches to literacy support often fall short in apprenticeship contexts.
Participants will examine common pressure points within training provision – including instructions, feedback, documentation and evidence requirements – and how these can unintentionally exclude capable learners, particularly those who are undiagnosed or reluctant to disclose.
The webinar emphasises practical, low-effort strategies grounded in universal design principles. Attendees will be shown how small changes to structure, clarity and presentation can dramatically improve learner engagement, independence and completion of written tasks.
Objectives
By the end of this webinar, you will be able to:
- Recognise common written communication barriers linked to ADHD, autism and dyslexia
- Understand why literacy demands disproportionately affect neurodivergent learners
- Apply universal design principles to written instructions, feedback and documentation
- Implement practical literacy adaptions that benefit all learners, not just those with diagnoses
- Confidently support learners who are undiagnosed or reluctant to disclose
Begin embedding neuroinclusive literacy strategies within your own role and organisation.
Series information
This session is the first in a three-part series 'Literacy and Communication Strategies for Neuroinclusive Apprenticeship Provision' and establishes a shared understanding of why neuroinclusive literacy matters now – not only for compliance and reasonable adjustment, but for improving retention, progression and learner confidence across apprenticeship provision.
Please save the dates for parts 2 and 3.
3 June | Embedding Inclusive Literacy in Apprenticeship Delivery
15 July | Leading Literacy Inclusion Across Apprenticeship Provision
Who should attend?
This webinar is suitable for professionals working across apprenticeship and training provision, including:
- Learning Support Practitioners and SEN specialists
- Tutors, Trainers and Skills Coaches
- Quality, Curriculum and Teaching & Learning Leads
- Programme Managers and Heads of Department
- HRD, Employer Engagement and Apprenticeship Leads
The content is appropriate for entry-level practitioners through to strategic leaders, particularly those seeking practical, scalable approaches to neuroinclusion within FE, ITPs and employer-led provision.
Agenda
2:00 – 2:05 (5 mins)
Welcome and scene-setting
Purpose of the session, housekeeping, and emphasis on universal benefit
2:05 – 2:25 (20 mins)
Neurodiversity and written communication: what’s really happening?
ADHD, autism and dyslexia profiles
Processing, working memory, organisation and transcription demands
2:25 – 2:40 (15 mins)
Common literacy barriers in apprenticeship contexts
Where written communication typically fails learners
Why “reasonable adjustments” alone are not enough
2:40 – 3:00 (20 mins)
Moving beyond assistive technology: universal design for literacy
What UDL looks like in practice
Designing instructions, documents and feedback that work first time
3:00 – 3:20 (20 mins)
Practical strategies you can use immediately
Checklists, scaffolds, sentence starters and visual supports
Supporting learners who are undiagnosed or choose not to disclose
3:20 – 3:30 (10 mins)
Reflection and live Q&A
Facilitator
Rachel Bradford
Specialist Inclusive Learning Coordinator, MTC Training
Co-Chair, AELP Learning Support Special Interest Group
Rachel Bradford has over 15 years experience in the education sector. At MTC Training, she supports engineering and manufacturing apprentices and staff to design training that works for different brains, and she leads Functional Skills English.
Rachel holds an MSc in Psychology and is a PhD researcher focused on building neuro‑inclusive engineering workplaces. A proud member of the neurodivergent community, she blends lived experience with practical, evidence‑based tools that help providers make small changes with big impact.
Secure your place!
Fees
Member Rate: £89.00 + VAT
Non Member Rate: £139.00 + VAT
Special offer for members:
20% discount if you book all 3 webinars in this series.
To pay via credit card, please contact our Accounts Team at:
Phone: 0117 947 2095
Email: [email protected]
If you are unable to pay via credit card, we will automatically raise an invoice and send it to you. Once your invoice has been requested, you will receive the confirmation email containing the Zoom joining link.
If you register but are unable to attend, we will send you a copy of the recording after the webinar has taken place.
Foundations of Neuroinclusive Literacy
AELP Webinar
