Spend a few minutes observing children learning and one thing becomes obvious very quickly. They are not all approaching the task in the same way. One starts reading; another tries immediately; another looks around before beginning; and another needs to move. These differences are not exceptions. They are what learning actually looks like. Designing materials for neurodiverse students starts from this reality. If learners approach tasks differently, then materials should allow them to enter, explore, and respond in different ways too.

Research on neurodiversity and Universal Design for Learning shows that when materials are designed with flexibility from the start, they become more effective for all learners, not just those with identified needs (Meyer et al., 2014). The question is not whether to adapt, but how to design differently from the beginning.

One of the simplest and most impactful changes is reducing cognitive load. In practice, this means looking at a worksheet or activity and asking: what is actually essential here? Long instructions, dense text, and cluttered visuals often create more difficulty than the learning itself. Breaking instructions into small steps, using icons, and guiding attention visually can make a significant difference (Mayer, 2009).

For example, instead of writing “Match the words with the corresponding images,” a material might show a simple model: one word already matched with an image. The learner understands immediately what to do, without needing to decode the instruction first. This kind of design supports students with dyslexia, attention difficulties, or language barriers, but it also helps every learner start faster and with more confidence.

Another key principle is offering multiple ways to access the same content. This does not require creating entirely different materials. It can be as simple as combining formats within one activity. A vocabulary task, for instance, can include an image, an audio button, and the written word. A story can be read, listened to, or explored through clickable elements.

In the Globetrotters project, this is built into the design of digital activities. A child can click to hear a word, see it in context, and interact with it through a game. This allows learners to rely on their strengths. A visual learner focuses on images, a verbal learner on sound, and a more active learner on interaction.

Equally important is how children are asked to respond. Many traditional materials assume that writing is the default way to show understanding. But writing can be a barrier for many neurodiverse learners. Offering alternative ways to respond changes the experience completely.

A simple activity can be designed so that children can answer by clicking, selecting, speaking, or drawing. For example, instead of asking “Write the correct answer,” a task might invite children to choose, match, or act out the answer. This does not lower expectations. It removes unnecessary barriers between the learner and the task.

Engagement also needs to be built into the material itself. Neurodiverse learners often struggle with tasks that feel abstract or disconnected. Materials that include stories, characters, or real-life contexts are easier to connect with. Research shows that when learners feel interested and emotionally involved, they are more likely to persist and succeed (Deci & Ryan, 2000).

This is why many Globetrotters activities are framed as small missions or stories. Instead of completing an exercise, children help a character, explore a place, or solve a challenge. The learning goal stays the same, but the experience becomes more meaningful.

Structure is another important element, especially for learners who need predictability. Materials should follow consistent patterns. If every activity uses a similar layout, similar icons, and similar types of interaction, children spend less energy figuring out how things work and more energy on learning.

At the same time, structure should not remove choice. Even small choices can make a difference. Letting a child decide which activity to start with, which character to follow, or how to respond increases their sense of control. This supports motivation and engagement, as highlighted by self-determination theory (Deci & Ryan, 2000).

In practice, designing for neurodiversity often comes down to small, intentional decisions. Using icons instead of long instructions. Providing audio alongside text. Allowing movement or interaction. Keeping layouts clear and consistent. Offering more than one way to respond. None of these changes are complex on their own, but together, they transform how accessible and effective a learning material becomes.

What is interesting is that these adjustments rarely benefit only one group of learners. A clearer layout helps a child with attention difficulties, but also helps a child who is simply tired. Audio support helps a child with reading difficulties, but also supports pronunciation for everyone. Interactive elements help a child who needs movement, but also increase engagement across the group.

Designing for neurodiversity does not create separate pathways. It creates better ones. In the end, it is not about designing for “special cases.” It is about recognising that variability is the norm. When materials reflect this, they become easier to use, more engaging, and more inclusive by design.

References 

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing. http://udltheorypractice.cast.org