Neurodiversity Spark | Belfast​

    Immediate results
    21 practical questions
    Free personalised report

The assessment examines five connected areas:

Together, they show where neuroinclusive foundations may be stronger, where practice may vary and where focused improvement could have the greatest effect.

Leadership & Shared Responsibility

Does neuroinclusive education have clear ownership, appropriate authority, sufficient resources and a visible connection to wider institutional priorities?

Communication & Transitions

Are information, expectations, decisions and transitions communicated clearly, explicitly and predictably throughout the learner journey?

Teaching & Participation

Can learners access materials, participate meaningfully and understand assessment expectations without one communication or participation style becoming the default measure of ability?

Support & Early Response

Can learners access practical help, reasonable adjustments and coordinated support before emerging difficulties become urgent or difficult to recover from?

Belonging & Improvement

Can learner experience, participation evidence and review activity lead to clearly owned action, visible change and sustained improvement?

One assessment gives you insight. Several reveal the BIGGER picture.

This assessment can be completed individually or shared across teams, departments services and learner groups to build a clearer picture of neuroinclusive education readiness.
Individual perspective

One person receives an immediate snapshot of how neuroinclusive practice appears within the educational setting, service or programme they know best.

Team and service patterns

Several responses from the same team or service can highlight shared strengths, visibility gaps and areas where practice may be inconsistent.

Department comparison

Responses across faculties, departments, courses or services can reveal where learner experiences vary across the institution.

Institution-wide picture

Combined perspectives provide a stronger evidence base for prioritising improvement, coordinating support and reducing avoidable variation.

Track progress over time

Repeat the assessment after action has been taken to explore whether practice is becoming clearer, more consistent and easier for learners to access.

Turn insight into action

Use the findings to identify a manageable priority, assign ownership and decide what practical support or improvement work should happen next.

"One response is a useful starting point, not an institutional verdict. Significant decisions should draw on multiple perspectives, including the experiences of neurodivergent learners."

Why this matters now

Colleges and universities are under increasing pressure to improve participation, continuation, progression and learner wellbeing while responding to growing demand for support.

The challenge is rarely a lack of commitment. More often, neuroinclusive practice varies between courses, departments, services and individual members of staff.

The assessment helps institutions identify where good practice may already exist, where learners may experience avoidable friction and where focused improvement could have the greatest effect.

  • learners may receive different responses depending on where they study or who they approach
  • support pathways may be difficult to understand or navigate
  • reasonable adjustments may be agreed but implemented inconsistently
  • staff may be committed but unclear about ownership or appropriate next steps
  • learner feedback may be collected without always producing visible change.

Neuroinclusion is no longer only an awareness issue. It is a question of consistency, coordination and everyday institutional practice.