Since creating my first draft of the Ethical action plan (in previous post) I’ve decided to continue my focus on developing inclusive learning resources in the stitch workshop, particularly with neurodiverse students in mind, however the tools I aim to create through this project will differ from the unit 2- Invention.
For context, my idea from the intervention in Unit 2, which was to label the technical samples from the sample library located in the Stitch Workshop at Chelsea. The labelling would entail creating labelled headers that displayed the relevant technical information to the sample, along with question prompts relating to the sustainability of the process, handling of the samples etc. The labelling of the headers was also intended to aid students in making their own technical notes during workshops and inductions as they could model their own notes on the type of information that was recorded on the example samples. Through this project I aimed to focus on how the labelling and cataloging of the samples in the technical library would help neurodiverse students navigate and absorb technical information and processes.
What’s Changed?
During the 2024 summer break, academics had requested that my colleague and I create an example technical file to clearly demonstrate to students what would be expected of them in regards to their own recordings of technical notes. As the summer period is often busy with preparing content for the rest of the year and maintenance among other tasks, we didn’t have enough time to implement the research I had undertaken in Unit 2 into the creation of the technical file sheets. Below you can see the example of the technical sheet we created for students to fill in during workshops and inductions.
Current Technical notes pages/ template for Domestic Bernina induction.
1st page: Used to record technical notes. 2nd page: Used to affix sample created in induction
My feeling towards the technical sheet is that it’s not prescriptive enough. Whilst I do give prompts to make notes, as well as what to make notes about, when I’m teaching or demonstrating, I feel that students, particularly with neurodiverse differences, may struggle with the lack of structure, as well as relying heavily on verbal instruction and therefore be disadvantaged with learning the technical information.
How are technical sheets important?
My objective in Unit 2 was the co-design of the technical labels that would be attached to the samples in the technical library. However, my aim for this action research project is to focus on co-designing the technical file sheets with Stitch students
Since the implementation of an example technical file, using this resource in teaching contexts and encouraging students to use the sheet template we created, it feels obvious to prioritise the re-design of this resource.
As “The term “neurodivergent” refers to the approximately 15-20% of the population” (Keith, 2024)and considering that “UAL is likely to have a higher-than-average number of ND creatives, staff and students than other universities” (Tufail, 2023) I feel passionate about creating equitable and accessible learning resources in the Stitch workshop to benefit all students learning process.
The introduction of improved technical sheets will aim to support students in recording and absorbing technical information. The new technical sheets will provide structure where the old sheets were lacking. “Clear and structured instructions reduce ambiguity, helping learners understand expectations and focus on completing tasks effectively.” (MYCA Learning, 2024)
Looking forward, the new iteration of the technical file sheets that I look to complete during this unit will also inform the design of the technical labels for technical samples in the stitch library along with the findings from Unit 2’s intervention, this will make for cohesive design within the stitch workshop learning resources.
References:
British Psychological Society (no date) Celebrating neurodiversity in Higher Education, The Psychologist. Available at: https://www.bps.org.uk/psychologist/celebrating-neurodiversity-higher-education (Accessed: 13 December 2024).
Criminal Justice Joint Inspection (2021) Neurodiversity in the Criminal Justice System: A Review of Evidence. Written evidence submitted to House of Commons, Parliamentary document ref. 6613. Available at: https://committees.parliament.uk/writtenevidence/6613/pdf/ (Accessed: 13 December 2024).
Keith, T. (2024) ‘Digital Tools and Critical Pedagogy: Design Your Course Materials with Neurodivergence in Mind’, Academic Technology Solutions, 22 April. Available at: https://academictech.uchicago.edu/2024/04/22/udl-course-materials-neurodivergence/ (Accessed: 16 December 2024).
MYCA Learning (2025) ‘Neurodivergent Learners Training: The Power of Clear and Structured Instructions’, MyCA Learning Blog. Available at: https://www.mycalearning.com/blog/neurodivergent-learners-training-the-power-of-clear-and-structured-instructions (Accessed: 13 December 2024).
University of the Arts London (2025) ‘Neurodiversity Celebration Week: Shana Tufail on the Peak and the Pit of Being Neurodivergent’, UAL Students’ Stories, 17 March. Available at: https://www.arts.ac.uk/students/stories/neurodiversity-celebration-week-shana-tufail-on-the-peak-and-the-pit-of-being-neurodivergent (Accessed: 13 December 2024).