In the @WIN – Workplace Inclusion: Neurodiversity project, we launched a 3-day pilot training entitled Neurodiversity in the Classroom – Neuroinclusive Education and Training
(Train-the-Trainer Programme for Adult Educators). The training took place in Ljubljana, Slovenia, at the end of November 2025.
Toolkit for Inclusive Adult Education
The toolkit is designed for adult-education professionals and provides a practical train-the-trainer methodology for educators working with neurodivergent learners. It includes ready-to-use scenarios, lesson plans, and workshop tools that support trainers in adapting their daily practice to diverse learning needs. Based on the principles of universal design, the toolkit is applicable not only to neurodivergent learners but also to broader adult-education settings.
It offers:
- five structured modules with materials for facilitators and participants;
- a framework for needs assessment, activity preparation, training delivery, and outcome evaluation;
- clear guidance on reducing learning barriers and supporting diverse cognitive profiles.
It is a practical and flexible toolkit that strengthens inclusive, learner-centred practice across adult education.
Purpose of the 3-day pilot training
The pilot training aimed to:
- test the train-the-trainer programme;
- collect and evaluate participant feedback;
- use the feedback to refine, expand, and further improve the programme.
Training overview
Day 1 focused on Module 1: Introduction to Neurodiversity (Definition of Neurodiversity and Key concepts related to the neurodiversity movement; Introduction to the biological model of individual differences and Universal design; Neurodivergence in the context of the social and medical model; Automatic brain activity vs. relaxation processes; Awareness of one’s own attitudes towards neurodivergent individuals) and Module 2: Assessing the Needs of Neurodivergent Learners (Target group needs identification; Methods of needs assessment; Key questions for training needs analysis).
Day 2 was dedicated to Module 3: Preparation and Design of Training and Module 5: Evaluation.
Through theory and practical workshops, participants explored:
- Recommendations for creating inclusive learning and working environments for neurodivergent individuals;
- Ways to apply knowledge of neurodiversity when planning group and individual learning activities;
- Guidelines for developing learning materials adapted to neurodivergent learners;
- The physical and mental preparation of trainers and professionals;
- Feedback-collection techniques adapted to neurodivergent participants;
- The role of the trainer as a mentor.
Through knowledge sharing, exchange of experiences, and practical examples, we strengthened competencies for creating more inclusive learning and working environments.
Day 3 of the pilot training focused on Module 4: Delivering the Training.
Through theory and hands-on workshops, participants addressed:
- the role of agreements or learning contracts in the training process;
- training structure, including Kolb’s experiential learning cycle and the trainer’s role in the classroom;
- the use of training techniques based on diverse communication formats, flexibility, and predictability;
- principles of relationship-building with neurodivergent participants.
The three-day training concluded with a comprehensive evaluation, generating many new ideas on how to further improve the programme and how to apply the acquired knowledge in practice.
