Make workplace learning easier to access
Built for learning teams
It speaks directly to trainers, facilitators and learning-and-development staff.
Reviews real session design
Teams examine structure, pacing, resources and participation methods in practice.
Accredited half-day format
You get focused CPD-accredited learning with practical design takeaways.
Design training that more people can take part in
Training often assumes one way of listening, processing and participating, which can leave some people working much harder just to stay in the room. We use this course for trainers, facilitators and learning-and-development teams who need more accessible design.
With Neurodiversity Talks, you can review how attention, memory, sensory needs and communication preferences affect participation from the moment a session is booked.
Review structure, delivery and participation choices
We cover advance information, plain language, pacing, breaks and multiple ways to engage with material so learning does not depend on one participation style. Choosing Neurodiversity Talks means you can examine your own sessions rather than discussing inclusion in the abstract.
In London, the half-day CPD-accredited format gives teams time to identify practical design changes they can use across future workplace learning.
Frequently asked questions
Who is neuroinclusive trainer training for?
It is designed for trainers, facilitators and learning-and-development teams responsible for creating or delivering workplace learning. The course focuses on the design choices they control before, during and after a session.
What accessibility topics do you cover?
We can cover advance information, course structure, plain language, pacing, breaks, sensory considerations and different ways to join in. The aim is to make learning easier to follow without depending on one style of attention or participation.
Can we review our current training methods?
Yes. That is a key part of the course. We help teams look at their own learning environments and delivery habits so they can identify practical changes rather than leaving with general principles only.