Screenshot of two women during a virtual meeting, one with long dark hair and a black blazer, the other with glasses and dark hair, sitting in a room with colorful artwork on the wall, with the logo of the National Autistic Society in the top right corner.

Neuroinclusivity in Education and Technology

As an autistic and disabled educator and data scientist, my advocacy is rooted in a unique narrative that combines technical expertise with lived experience. My mission is to ensure that the "Digitalisation of Education" is built on a foundation of neuroinclusive design and practitioner-led precision.

Designing for Cognitive Diversity

True neuroinclusivity extends beyond awareness; it necessitates a fundamental shift in how we design educational tools and physical learning environments.

  • The "Curb-Cut" Effect in Tech: I advocate for technical implementation that reduces cognitive load and prioritises predictable, accessible user journeys for all learners.

  • Neuro-Affirming Policy: My work with the Liverpool City Region Disabled Equality Panel focuses on reshaping policy to move away from deficit-based models toward a strengths-based understanding of cognitive difference.

A Starting Point for Neuroinclusivity

I believe in providing practical, actionable frameworks for educators and industry leaders to foster environments where neurodivergent talent can flourish.

  • Practitioner-Led Change: By utilising my dual role as a researcher and teacher, I consult on UX/UI design for EdTech companies to ensure tools are built with the community, not just for them.

  • Inclusive Innovation: From founding the UK’s first state school makerspace to serving on the Bett UK 2026 Judging Panel, I champion technology that empowers students to develop their ideas through diverse, rich learning pathways.

Key Advocacy Pillars

  • Equity in AI: Ensuring AI models for educational decision-making are free from bias and designed to support diverse ways of thinking.

  • Psychological Safety: Building educational spaces—both digital and physical—where "fitting in" is replaced by a genuine sense of belonging.

  • Empowering the Maker: Using #MakerEd to provide students with the opportunity to flourish outside the constraints of traditional, rigid timetabling

As a founding member of the GEC

View my GEC Guide: A Starting Point for Neuroinclusivity here