Creating resources that honour diverse cognition, rhythm and relational care

This framework invites you to design with intention, listening and adaptive structure. It centres neurodivergent insight as a source of innovation, not a barrier to overcome.

Begin with Listening

Neurodivergent thinking is not a problem to solve. It is a perspective to honour. Begin by listening to lived experience and reflecting on your own design assumptions.

Listening checklist

• I’ve sought out neurodivergent voices and feedback
• I’ve reflected on how my own assumptions shape design
• I’ve considered emotional, sensory and cognitive access

Fill in the blanks
One insight I’ve learned from neurodivergent communities is
One thing I’ll do differently is

Helpful resource
Neurodiversity and Inclusive Practice – University of Glasgow
Guidance for embedding neurodivergent perspectives into teaching and support

Clarify the Purpose and Format

Define what your resource is for and how it will be used. This shapes structure, tone and accessibility.

Purpose checklist

• I’ve identified the core function of the resource
• I’ve considered how neurodivergent users might engage with it
• I’ve reflected on format, pacing and optionality

Try this
This resource is designed to
It supports neurodivergent users by

Helpful resource
Curriculum Design Resources – University of Edinburgh
Topic-based guidance for inclusive curriculum development

Design for Flexibility and Flow

Neurodivergent users often benefit from modularity, predictability and choice. Shape your resource with those in mind.

Design checklist

• I’ve offered multiple ways to engage with the material
• I’ve built in quiet zones, flexible timing or asynchronous options
• I’ve used clear headings, visual cues and spacious layout

Try this
My resource includes

• Optional pathways or modules
• Clear summaries and transitions
• Space for reflection or pause

Helpful resource
Accessible and Inclusive Learning – University of Edinburgh
Policy and practice guidance for universal design and inclusive teaching

Use Language That Invites

Your tone can either overwhelm or reassure. Choose words that feel spacious, clear and emotionally intelligent.

Language checklist

• I’ve avoided jargon unless explained
• I’ve used inclusive, conversational language
• I’ve offered reassurance and flexibility

Fill in the blanks
One phrase I’ll use to gently guide my reader is
One phrase I’ll avoid because it feels rigid or confusing is

Helpful resource
Academic Writing Support – University of Manchester
Support for writing with clarity, confidence and emotional intelligence

Invite Reflection and Response

Resources that support neurodivergent thinking should also invite participation. Build in ways to reflect, respond or adapt.

Engagement checklist

• I’ve included prompts or journaling
• I’ve offered space for feedback or co-creation
• I’ve considered how this resource might evolve over time

What might change if every resource were designed to honour neurodivergent minds, not just accommodate them?