Advancing Inclusive Practice: What I learnt at the NeuroAbilities Symposium
Recently I had the privilege of presenting and taking part in a panel discussion at the NeuroAbility Symposium at Otago Polytechnic. The symposium brought together a diverse group of educators, practitioners and neurodivergent people and learners. The event provided an invaluable opportunity to engage in meaningful dialogue, share practice-based insights, and deepen collective understanding of how we can create more inclusive work and learning environments.
What made this symposium particularly powerful was the breadth of perspectives represented. Educators highlighted innovative approaches to inclusive teaching, demonstrating how flexibility and adaptability in the classroom can make a tangible difference for neurodivergent learners. Psychologists and counsellors emphasised the importance of holistic support, focusing on health and wellbeing as essential components of thriving. Perhaps most impactful were the contributions from neurodivergent individuals themselves, who spoke candidly about their lived experiences. Their voices reinforced the message that authentic inclusion is only possible when systems are shaped in partnership with those they are designed to support.
In my own presentation, I focused on building awareness of sensitivity and embedding strength-based approaches into everyday practice. I shared practical strategies for recognising sensitive strengths and creating sensitive-friendly learning and work environments. Many participants noted that the sensitivity science and strategies I presented provided them with new perspectives and practical tools they could apply within their own professional contexts. It was encouraging to see that the information resonated so strongly and reinforced the appetite for actionable strategies in the sensitivity space.
The conference also offered several key learnings that I am committed to carrying forward in my own practice. First, collaboration remains essential. Progress is most effective when educators, practitioners and nerodivergent people work collectively, rather than in isolation. Second, the importance of listening to neurodivergent voices cannot be overstated. Lived experience must remain central to policy and practice development. Finally, I was reminded of the significance of small but intentional adjustments—such as providing sensory-friendly spaces, offering flexible assessment options, and using clear, accessible communication. These changes may appear minor, yet they can have a profound impact on learner engagement and success.
The conference highlighted a growing momentum—a recognition that advancing inclusion requires more than meeting basic needs—it requires celebrating difference as a vital human asset.
Presenting at this conference was both an honour and a professional highlight. More importantly, it served as a reminder of the ongoing responsibility we share to ensure that inclusivity is not a theoretical goal, but a lived reality within our practice.