INCLUDE
Neuroinclusion Education and Training
From awareness to practical, inclusive action
Many organisations genuinely value inclusion but are uncertain about what neuroinclusive practice looks like in everyday work.
People may understand neurodiversity in broad terms while still feeling unsure about language, communication, flexibility, meetings, sensory considerations, adjustments or participation. Without shared understanding, inclusion can remain dependent on individual knowledge, confidence or goodwill.
INCLUDE provides practical, neuroaffirming education that helps teams understand neurodiversity, examine everyday barriers and identify realistic changes within their own setting.
What is it?
INCLUDE is a flexible education and training service for workplaces, service providers, educators and community organisations. This is a collaborative approach in partnership with The Intersectional Advocates.
Sessions are designed to make complex information understandable, challenge common misconceptions and connect neuroinclusion with the organisation’s everyday communication, systems, services and practices.
The service can range from a short introductory session to a longer, applied workshop in which participants examine aspects of their own organisation and identify practical actions.
Available formats may include:
Micro sessions
Short, focused introductions suitable for team meetings, lunch-and-learns, community groups and leadership briefings.
These sessions can introduce a specific topic, establish shared language and give participants a small number of practical ideas to consider.
The current INCLUDE model proposes micro sessions of 20 to 30 minutes.
Foundation sessions
Structured learning sessions that provide more context, discussion and practical examples.
These may be suitable for workplaces, allied-health practices, schools, community organisations and leadership teams seeking a stronger shared foundation.
The current model proposes foundation sessions of 60 to 90 minutes.
Applied workshops
Longer, interactive sessions in which participants examine their own practices, identify potential barriers and begin developing practical responses.
The existing model proposes applied workshops of two to three hours.
Regardless of format, INCLUDE is not intended to deliver awareness for its own sake. The purpose is to help participants connect learning with observable changes in communication, participation and organisational practice.
INCLUDE helps organisations move beyond knowing that neurodiversity matters towards understanding what they can do differently.
Who is it for?
INCLUDE is designed for organisations and teams that want practical neuroinclusion guidance rather than awareness alone.
It may be suitable for:
Small workplaces and leadership teams
Psychology and allied-health practices
Community and disability-sector organisations
Schools and education providers
Not-for-profits and purpose-led organisations
Public-facing services
Teams developing more accessible communication or participation practices
Organisations beginning their neuroinclusion work
Organisations seeking to strengthen or refresh existing inclusion practices
INCLUDE can support organisations at different stages.
Some teams may be encountering neurodiversity as an organisational topic for the first time. Others may already value neuroaffirming practice but need clearer language, greater consistency or more confidence applying it across different situations.
Sessions can be adapted to the audience, context and desired learning outcomes rather than presenting the same generic content to every organisation.
What problem does it address?
Good intentions do not automatically create inclusive experiences.
An organisation may value neurodivergent people while team members still lack a shared understanding of how different communication, processing, sensory, attention and executive-function experiences can affect participation.
Team members may:
Hold common misconceptions about neurodiversity
Feel uncertain about respectful, neuroaffirming language
Assume that one strategy will work for every neurodivergent person
Overlook barriers in communication, meetings or service delivery
Feel unsure about offering flexibility without lowering expectations
Understand inclusion in theory but struggle to apply it in practice
Depend on individual staff members to advocate for inclusive approaches
Focus primarily on individual adjustments without examining broader systems
Avoid conversations because they are worried about saying the wrong thing
Treat inclusion as a specialist responsibility rather than a shared organisational practice
These challenges can lead to inconsistent experiences. One person may encounter flexibility and understanding, while another receives a very different response depending on the staff member, team or service pathway involved.
INCLUDE addresses the gap between positive intent and consistent practice.
The service builds shared understanding, increases practical confidence and helps participants identify changes relevant to their own communication, services and organisational setting.
How does this benefit my organisation?
INCLUDE gives teams the opportunity to develop a more consistent and practical understanding of neuroinclusion.
Creates shared language
A common language makes it easier for people to discuss neurodiversity, barriers, access needs and adjustments respectfully.
It reduces reliance on individuals using different definitions or making assumptions about what inclusion means.
Builds confidence without claiming expertise
Participants do not need to become neurodiversity specialists.
The objective is to help people understand key principles, recognise when a barrier may be present, respond respectfully and know when further listening or support is needed.
Connects inclusion with everyday work
INCLUDE links neuroinclusion to practical organisational situations, including:
Written and spoken communication
Meetings and group participation
Predictability and preparation
Sensory considerations
Flexible participation
Choice and agency
Adjustments
Feedback pathways
Public-facing services
Challenges one-size-fits-all thinking
Neurodivergent people are not a single, uniform group.
INCLUDE helps participants move away from rigid lists of “what works” and towards curiosity, communication, individual choice and responsiveness to varied experiences.
Makes hidden barriers easier to recognise
Some participation barriers are embedded in ordinary organisational habits.
Unclear instructions, unexpected changes, inaccessible meetings, complicated processes or narrow expectations about communication may appear neutral while affecting people differently.
Training helps teams notice these barriers earlier.
Supports more consistent responses
When a team shares foundational knowledge, inclusive practice is less likely to depend on one informed employee or manager.
The organisation can begin developing more consistent expectations across teams, roles and service interactions.
Strengthens psychological and interpersonal safety
Sessions can help teams consider how people ask for clarification, request adjustments, give feedback or communicate that a process is not working for them.
This does not guarantee that every interaction will be comfortable or barrier-free, but it can give the organisation a clearer basis for responding respectfully.
Turns learning into realistic action
Participants are supported to identify one or more practical changes relevant to their setting.
This keeps the session focused on achievable progress rather than producing an unrealistic list of changes that the organisation cannot implement.
The intended value is a thoughtful, practical and neuroaffirming learning experience that builds understanding, increases confidence and helps people turn inclusion into observable action
What might the client receive?
The exact content should depend on the organisation, audience, available time and intended learning outcomes.
A defined INCLUDE engagement might include the following.
Pre-session consultation
A focused planning conversation to clarify:
Who will attend
The organisational context
Current knowledge and experience
Why the training is being requested
Relevant situations or challenges
Desired learning outcomes
Accessibility and participation requirements
Topics that are within or outside scope
This helps prevent the session from becoming a generic presentation disconnected from the realities of the organisation.
A tailored session format
Depending on the agreed scope, the client may receive:
A short introductory session
A 30-, 60- or 90-minute facilitated session
A foundation session
An applied workshop
A leadership briefing
A team-based learning session
The selected format should reflect what the organisation wants participants to understand or do differently.
Tailored presentation materials
The presentation may be adapted to the organisation’s:
Audience
Sector
Service context
Existing practices
Learning priorities
Available session time
Tailoring does not mean making unsupported clinical claims or generalising one person’s experience to all neurodivergent people.
Accessible participant materials
Participants may receive a handout or practical resource that reinforces the core learning.
This could include:
Key concepts
Reflection questions
Practical communication considerations
Suggested actions
A short inclusion checklist
Space for individual or team commitments
Facilitated reflection and discussion
Sessions may include opportunities to:
Examine common assumptions
Discuss practical examples
Consider current organisational practices
Identify potential barriers
Explore different responses
Reflect on what could change
Participation should not require anyone to disclose a diagnosis, personal history or individual access needs.
Practical action planning
Participants may be supported to identify realistic actions at an individual, team or organisational level.
Examples might include reviewing a communication practice, providing clearer preparation before meetings, offering more than one participation option or examining how people request support.
These examples are suggested applications. The agreed actions would need to reflect the organisation and session scope.
Feedback or learning check
A feedback form or short learning check may help the organisation understand:
What participants found useful
What requires further clarification
What actions participants intend to take
Whether further support may be needed
Follow-up summary
The organisation may receive a concise summary covering:
Session focus
Key themes
Agreed or suggested actions
Areas requiring further consideration
Possible next steps
The current model includes a brief follow-up summary with suggested next steps.
Optional pathway into deeper work
Education may reveal that a barrier is not primarily a knowledge issue.
The organisation may need to examine its communications, forms, participant journey, policies or service systems more closely. Where appropriate, the next step could be an Inclusive Service Review or a separate implementation project.
Initial INCLUDE learning offers
Neurodiversity Foundations: From Awareness to Inclusion
A broad introduction to neurodiversity, varied experiences, common barriers and practical inclusion.
Understanding Late Diagnosis
Non-clinical education for community members, families, allied-health practices and service providers addressing later recognition, identity, self-compassion, unmasking and appropriate support.
Neuroinclusion in Practice
Applied learning for leaders, small organisations and service providers, covering accessible communication, predictability, flexible participation, meeting practices, sensory considerations, choice, adjustments and safer feedback pathways.
What is the next step?
Begin with your audience and intended outcome
You do not need to arrive with a completed training brief.
The first step is to tell BBB:
Who the session is for
What prompted the enquiry
What participants already understand
Where uncertainty or inconsistency is occurring
What you want people to understand or do differently
How much time is available
Whether there are accessibility or participation requirements to consider
BBB can then help clarify whether the organisation needs a micro session, foundation session, applied workshop or a different form of support.
If INCLUDE appears suitable, the next stage would be agreeing on:
The intended audience
The learning outcomes
The session topic and scope
The most appropriate format
Accessibility and participation arrangements
Supporting resources
How learning will be translated into practical next steps
Turn awareness into everyday practice
If your organisation values neuroinclusion but needs clearer language, practical guidance or greater confidence applying it, INCLUDE can help your team build shared understanding and identify realistic action.