Neurodiversity Paradigm training session for Cam wrth Gam staff
Alison Rees Edwards, a lecturer from the University of Wales Trinity Saint David (UWTSD), recently delivered a professional development training session on “The Neurodiversity Paradigm” to staff from Cam wrth Gam, Mudiad Meithrin’s national training scheme supporting the development of a qualified Welsh-medium childcare workforce.
The session was attended by Level 3 and Level 5 assessors, alongside colleagues involved in delivering the GChDDP: Ymarfer a Theori qualification within secondary schools and early years settings. It explored contemporary understandings of neurodiversity and considered how practitioners can create more inclusive learning environments for neurodivergent learners.
The training began by introducing key terminology associated with neurodiversity, including neurotypical, neurodivergent, neurodiverse and neurocognitive functioning. Participants considered the importance of language and reflected critically on how different terminology can influence perceptions, inclusion and learners’ sense of identity.
A range of neurodivergent conditions and experiences were explored, including ADHD, Autism Spectrum Disorder (ASD), dyslexia, dyscalculia, developmental language disorder, dyspraxia, sensory processing differences and Tourette’s syndrome. The session emphasised the considerable diversity both between and within neurodivergent groups, highlighting that no two learners will have identical strengths, challenges or support needs.
A key focus of the session was the relationship between the medical model, social model and Neurodiversity Paradigm. Through discussion and case-study activities, participants considered how traditional deficit-focused approaches can be contrasted with strengths-based perspectives that identify and address barriers within learning environments rather than locating difficulties solely within individuals.
Interactive activities also enabled participants to explore the potential impact of environmental barriers, processing demands and sensory distractions on learning and performance. These practical exercises encouraged reflection on how factors such as changing instructions, excessive information, sensory overload and insufficient processing time can create challenges for neurodivergent learners.
The activities generated valuable discussion around anxiety, confidence, wellbeing and participation in educational settings. The session also examined current research relating to neurodiversity across schools, higher education and workplaces, with particular attention given to the emotional impact of educational experiences. Participants considered how frustration, anxiety, isolation, overwhelm and reduced confidence can arise when learning environments do not adequately meet individual needs.
The final section of the training focused on practical strategies for supporting neurodivergent learners. Participants explored approaches including clear and consistent communication, additional processing time, visual supports, reducing sensory distractions, flexible approaches to participation and assessment, movement breaks, accessible learning resources and person-centred adjustments.
The session concluded with an opportunity for participants to reflect on their current practice and consider how teaching, assessment and learning environments can be adapted to better support neurodivergent learners. The training reinforced the importance of recognising individual strengths, reducing barriers to participation and embedding inclusive practice across educational and training contexts.
Reflecting on the session, Alison said:
“It was genuinely rewarding to receive such positive feedback on a training session that is rooted in both my personal and professional interest in neurodiversity. The level of engagement throughout the day was wonderful to see, with participants contributing thoughtfully to discussions and activities.
“It was particularly encouraging to hear several attendees express an interest in developing their knowledge further and potentially pursuing future study in the fields of Additional Learning Needs (ALN) and neurodiversity.
“Seeing practitioners reflect critically on their own practice and consider how they can better support neurodivergent learners was an extremely positive outcome of the training.”
Further Information
Lowri Thomas
Principal Communications and PR Officer
Corporate Communications and PR
Email: lowri.thomas@uwtsd.ac.uk
Phone: 07449 998476