{"id":16788,"date":"2025-04-16T12:00:54","date_gmt":"2025-04-16T11:00:54","guid":{"rendered":"https:\/\/blogs.tees.ac.uk\/lteonline\/?p=16788"},"modified":"2025-04-10T10:01:41","modified_gmt":"2025-04-10T09:01:41","slug":"6-practical-ways-to-use-ai-for-neuro-inclusion-in-higher-education","status":"publish","type":"post","link":"https:\/\/blogs.tees.ac.uk\/lteonline\/2025\/04\/16\/6-practical-ways-to-use-ai-for-neuro-inclusion-in-higher-education\/","title":{"rendered":"6 Practical Ways to Use AI for Neuro-Inclusion in Higher Education"},"content":{"rendered":"<p><a href=\"https:\/\/blogs.tees.ac.uk\/lteonline\/?attachment_id=16794\" rel=\"attachment wp-att-16794\"><img loading=\"lazy\" decoding=\"async\" class=\" wp-image-16794 aligncenter\" src=\"https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2025\/04\/Inclusivity.png\" alt=\"Image showing classroom\" width=\"319\" height=\"319\" srcset=\"https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2025\/04\/Inclusivity.png 286w, https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2025\/04\/Inclusivity-150x150.png 150w, https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2025\/04\/Inclusivity-270x270.png 270w, https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2025\/04\/Inclusivity-230x230.png 230w, https:\/\/blogs.tees.ac.uk\/lteonline\/files\/2025\/04\/Inclusivity-45x45.png 45w\" sizes=\"(max-width: 319px) 100vw, 319px\" \/><\/a><\/p>\n<p>Supporting neurodivergent students doesn\u2019t have to be complex or time-consuming. With the rise of Generative AI, educators now have access to powerful, easy-to-use tools and AI prompts that can <strong>enhance accessibility<\/strong>, <strong>reduce barriers<\/strong>, and help create more inclusive learning environments at Teesside University.<\/p>\n<p><em data-start=\"613\" data-end=\"630\">&#8216;Neurodivergence\u2019<\/em> refers to natural variations in how people think, learn and process information and includes conditions such as ADHD, autism, dyslexia, and more.\u00a0 AI isn\u2019t here to replace human understanding; it\u2019s here to support it. Whether it\u2019s helping students manage cognitive load, create accessible learning materials, or advocate for themselves, AI can increase autonomy for learners while enabling staff to develop more effective and inclusive teaching &amp; learning strategies.<\/p>\n<h4 data-start=\"1133\" data-end=\"1185\"><span style=\"font-size: 12pt;\"><strong>1. Generate Ideas for Reasonable Adjustments<\/strong><\/span><\/h4>\n<p class=\"\" data-start=\"1187\" data-end=\"1336\">Not sure where to start? AI tools like <strong data-start=\"1226\" data-end=\"1247\">Microsoft Copilot<\/strong> can generate quick suggestions for supporting students based on their needs.<\/p>\n<p class=\"\" data-start=\"1187\" data-end=\"1336\">For example, try asking:<\/p>\n<p class=\"\" data-start=\"1340\" data-end=\"1444\"><em>\u201cWhat reasonable adjustments could help a student with ADHD manage time better in a university setting?\u201d<\/em><\/p>\n<p class=\"\" data-start=\"1446\" data-end=\"1659\">While AI can\u2019t replace direct communication with students, it\u2019s an excellent brainstorming tool when you\u2019re unsure what to offer and to inspire practical solutions.<\/p>\n<p class=\"\" data-start=\"1446\" data-end=\"1659\"><strong data-start=\"1581\" data-end=\"1597\">**Reminder:<\/strong> Never input personal or sensitive student data into AI tools.<\/p>\n<h4><span style=\"font-size: 12pt;\"><strong>2. Use AI for Meetings &amp; Lecture Summaries<\/strong><\/span><\/h4>\n<p>Neurodivergent students (and staff) may struggle to retain key details from meetings or lectures.\u00a0 AI tools like <strong>Microsoft Copilot<\/strong> can generate written summaries from meeting transcripts, highlighting key points, capturing actions and ensuring everyone stays informed.\u00a0 This supports students who benefit from written reinforcement and reduces the impact of auditory processing or attention-related challenges.<\/p>\n<p>For example, try asking:<\/p>\n<ul>\n<li><strong>General Summary Prompt<\/strong>: <em>&#8220;Summarise the key discussion points, decisions made, and next steps from this meeting transcript. Group the actions separately from the summary.&#8221;<\/em><\/li>\n<li><strong>Prompt with Individual Action Tracking<\/strong>: <em>\u201cReview the following transcript [attach to prompt], extract a list of individual actions assigned to each person. Include a brief description of the action, who it\u2019s assigned to, and any deadlines mentioned.\u201d<\/em><\/li>\n<li data-start=\"1028\" data-end=\"1089\"><strong data-start=\"1042\" data-end=\"1089\">Prompt for Group Actions &amp; Responsibilities: <\/strong><em>\u201cReview the transcript [attach to prompt] and create a list of group-level tasks or follow-ups. Group them by topic and note any shared responsibilities or next steps.\u201d<\/em><\/li>\n<li data-start=\"1248\" data-end=\"1290\"><strong data-start=\"1256\" data-end=\"1290\">Prompt for Decision Highlights: <\/strong><em>\u201cFrom this transcript [attach to prompt], identify any major decisions that were made. Include who made the decision and any supporting rationale discussed.\u201d<\/em><\/li>\n<li data-start=\"1248\" data-end=\"1290\"><strong data-start=\"1446\" data-end=\"1473\">Lecture-Specific Prompt: <\/strong><em>\u201cSummarise this lecture transcript [attach to prompt] for students who prefer written materials. Include: <\/em><em>A bullet point list of the key learning points and\/or <\/em><em>add definitions of any complex terms used and\/or <\/em><em>add questions or tasks assigned by the lecturer\u201d<\/em><\/li>\n<li data-start=\"1715\" data-end=\"1763\"><strong data-start=\"1728\" data-end=\"1763\">Prompt with Accessibility Focus: <\/strong><em>\u201cCreate a simplified version of this transcript [attach to prompt] that summarises: <\/em><em>Main themes and\/or <\/em><em>Actionable items and\/or <\/em><em>Follow-up information. <\/em><em>Use plain language suitable for students with ADHD or dyslexia.\u201d<\/em><\/li>\n<\/ul>\n<h4><span style=\"font-size: 12pt;\"><strong>3. Simplify Complex Content<\/strong><\/span><\/h4>\n<p>Dense academic materials can be overwhelming. Tools like <strong>Microsoft Copilot<\/strong>\u00a0can simplify text or summarise readings.<\/p>\n<p>For example, try asking:<\/p>\n<p><em>\u201cSimplify this academic paragraph for a first-year student with dyslexia.\u201d or\u00a0 \u201cSummarise this article in bullet points.\u201d<\/em><\/p>\n<p>This is particularly useful for students who benefit from scaffolded or multi-modal content.<\/p>\n<h4><span style=\"font-size: 12pt;\"><strong>4. Support Written Communication &amp; Self-Advocacy<\/strong><\/span><\/h4>\n<p>Some students may find expressing themselves in writing difficult or feel anxious about formal communication.\u00a0 AI tools like <strong data-start=\"1226\" data-end=\"1247\">Microsoft Copilot<\/strong> can help them write clear, concise and professional messages.<\/p>\n<p>For example, try the following prompt:<\/p>\n<p><em>\u201cHelp me write an email to my tutor asking for an extension due to ADHD-related challenges.\u201d<\/em><\/p>\n<p>Tools like <a href=\"https:\/\/goblin.tools\/\">Goblin Tools<\/a>\u00a0also allow students to check tone and clarity, helping them feel more confident in their communication and reducing social stress.<\/p>\n<h4><span style=\"font-size: 12pt;\"><strong>5. Assist with Executive Function &amp; Planning<\/strong><\/span><\/h4>\n<p>AI-integrated tools can support students who struggle with time management, sequencing tasks, or getting started.\u00a0 AI tools like <strong data-start=\"1226\" data-end=\"1247\">Microsoft Copilot<\/strong> \u00a0can help students:<\/p>\n<ul>\n<li data-start=\"3334\" data-end=\"3372\">Break large tasks into smaller steps<\/li>\n<li data-start=\"3375\" data-end=\"3408\">Create personalised to-do lists<\/li>\n<li data-start=\"3411\" data-end=\"3444\">Plan a day or week<\/li>\n<li>Set goals and reminders<\/li>\n<\/ul>\n<p>This practical scaffolding can improve independence, reduce overwhelm, and support self-regulation.\u00a0 Again, a useful tool to check out is <a href=\"https:\/\/goblin.tools\/\">Goblin Tools<\/a>, which allows students (and staff) to enter an overall objective or task, which the tool breaks down into smaller sub-tasks that are easier to achieve (these sub-tasks can also then be broken down into sub-tasks again).\u00a0 It will also suggest approximate timings to complete each generated sub-task, helping them to become and stay organised and on top of the work they are undertaking.<\/p>\n<h4><span style=\"font-size: 12pt;\"><strong>6. Enhance Reading Accessibility with Microsoft Immersive Reader<\/strong><\/span><\/h4>\n<p class=\"\" data-start=\"223\" data-end=\"491\">Reading-heavy content can be a major barrier for students with dyslexia, ADHD, or other neurodivergent profiles. <strong>Microsoft Immersive Reader<\/strong> is a powerful AI-driven tool designed to improve reading comprehension and reduce cognitive load by making text more accessible.<\/p>\n<p class=\"\" data-start=\"493\" data-end=\"529\">Immersive Reader allows students to:<\/p>\n<ul>\n<li data-start=\"533\" data-end=\"590\">Customise text spacing, font size, and background colours<\/li>\n<li data-start=\"593\" data-end=\"641\">Use <em data-start=\"597\" data-end=\"609\">Read Aloud<\/em> with adjustable voice and speed<\/li>\n<li data-start=\"644\" data-end=\"712\">Highlight individual words as they\u2019re read aloud to support decoding<\/li>\n<li data-start=\"715\" data-end=\"788\">Break words into syllables or identify parts of speech for easier parsing<\/li>\n<li data-start=\"791\" data-end=\"829\">Translate text into over 100 languages<\/li>\n<\/ul>\n<p class=\"\" data-start=\"831\" data-end=\"1116\">Immersive Reader is integrated into Blackboard Ally at Teesside University, so students can access it directly from within learning materials on Blackboard.\u00a0 This allows for a seamless, inclusive experience without needing to download or install additional tools.\u00a0 Whether students prefer audio learning, require high contrast text, or just want to read at their own pace, Immersive Reader can support them to engage with learning materials in a way that works for them.<\/p>\n<p data-start=\"831\" data-end=\"1116\">For further guidance on the use of <a href=\"https:\/\/eatsupport.tees.ac.uk\/staff\/knowledgebase\/bbu-ally-immersive-reader\/\">Microsoft Immersive Reader, please see our Learning Support Guide<\/a>.<\/p>\n<p>&nbsp;<\/p>\n<h4 data-start=\"3578\" data-end=\"3623\"><strong><span style=\"font-size: 12pt;\">** Bonus for Staff: Reduce Cognitive Load **<\/span><\/strong><\/h4>\n<p class=\"\" data-start=\"3625\" data-end=\"3686\">These same tools can be used to streamline own workload, including:<\/p>\n<ul>\n<li data-start=\"3690\" data-end=\"3721\">Generate lesson plan outlines<\/li>\n<li data-start=\"3724\" data-end=\"3760\">Draft meeting agendas or summaries<\/li>\n<li data-start=\"3763\" data-end=\"3819\">Create differentiated case studies or assessment ideas<\/li>\n<li data-start=\"3822\" data-end=\"3878\">Write inclusive module descriptions or assignment briefs<\/li>\n<\/ul>\n<p class=\"\" data-start=\"3880\" data-end=\"3972\"><strong>The result? More time and energy for meaningful student engagement and academic development.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<h4 data-start=\"4607\" data-end=\"4625\"><strong><span style=\"font-size: 12pt;\">Final Thoughts<\/span><\/strong><\/h4>\n<p class=\"\" data-start=\"4627\" data-end=\"4955\">AI isn\u2019t a perfect solution and should never replace empathy or meaningful conversations; however, when used responsibly, it can be a powerful ally for neuro-inclusion.\u00a0 By embracing these tools and workflows, staff at Teesside University can help students thrive, reduce unintentional barriers and make workloads more manageable for everyone.<\/p>\n<p class=\"\" data-start=\"4957\" data-end=\"5078\"><strong data-start=\"4960\" data-end=\"5015\">Want support exploring AI in your teaching or team?\u00a0<\/strong>Contact the &#8216;<strong data-start=\"5030\" data-end=\"5062\">Digital Transformation\u2019 <\/strong>team.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Discover six practical ways AI tools like Microsoft Copilot and Immersive Reader can support neurodivergent students at Teesside University. From simplifying complex content to improving communication and planning, this guide offers staff accessible strategies to foster inclusion, reduce barriers, and enhance learning experiences for all.<\/p>\n","protected":false},"author":24817,"featured_media":10724,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"footnotes":"","_jetpack_memberships_contains_paid_content":false},"categories":[277,3],"tags":[784],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.5 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>6 Practical Ways to Use AI for Neuro-Inclusion in Higher Education - LTE Online<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.tees.ac.uk\/lteonline\/2025\/04\/16\/6-practical-ways-to-use-ai-for-neuro-inclusion-in-higher-education\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"6 Practical Ways to Use AI for Neuro-Inclusion in Higher Education - LTE Online\" \/>\n<meta property=\"og:description\" content=\"Discover six practical ways AI tools like Microsoft Copilot and Immersive Reader can support neurodivergent students at Teesside University. 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