Embedding Inclusive Literacy in Apprenticeship Delivery

Designing communication that works for all brains

Overview

How everyday practice can unlock or block learners

Awareness alone does not change outcomes. This session focuses on how everyday communication practices – instructions, evidence requirements, reflection and feedback – can unintentionally overwhelm or disengage neurodivergent learners.

Participants explore how small, realistic changes to structure, sequencing and clarity can reduce cognitive load and support learner independence. Emphasising practice over tools, the session shows how universal design approaches improve reliability and consistency across cohorts, not just for those with diagnoses – laying the groundwork for sustainable provision.

Objectives

By the end of this webinar, you will be able to:

Identify where written tasks and instructions create unnecessary cognitive barriers
Design clearer, more accessible assignment briefs and tasks
Scaffold reflective and evidence-based writing effectively
Improve written feedback so learners can act on it with confidence
Apply neuroinclusive literacy strategies across whole cohorts

Series information

This session is the second 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.

Part 3 - now open for booking

15 July | Leading Literacy Inclusion Across Apprenticeship Provision

Part 1 - available on demand

19 May | Embedding Inclusive Literacy in Apprenticeship Delivery

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 (or on demand versions).