Given the statistic that approximately 15-20% of the worldwide population is neurodivergent (Doyle, 2020 in Le Cunff et al. 2023), along with the data from the UAL Equality, Diversity and Inclusion report from 2022/23, in which 15% of students declared a disability, I am keen to implement strategies to make the sample library inclusive for all.
After receiving feedback regarding the broader idea I had originally outlined, as well as my own positionality, the focus of this intervention is now focussed on how neurodivergent students will benefit from the labelling and cataloguing of samples in the Sample Library, as “design choices made when creating learning resources are also key components of an inclusive, compassionate learning environment” (Ahern, 2019). As someone diagnosed with Inattentive-type ADHD, through the development of this intervention I aim to highlight that “rather than understanding disabilities or differences as problems to ‘fix’ in the classroom, a disability studies approach values the possibilities of disability. As Brueggemann (2002) explains, disability can be transformative for pedagogy contributing to the formation of “an enabling pedagogy, a theory and practice of teaching that posits disability as insight” (Brueggemann in Walters, 2015, pp.342) The insights into various neurodiverse learners will help me to identify methods to present the samples and aid all students’ experience when using the resource.
More feedback shall be gathered from peers on the Textile Design Course, as well as from neurotypical and neurodivergent students, before confirming the format of categories and labelling of the samples, “as neurodivergent and neurotypical people think and experience the world differently. It is necessary to incorporate the perspectives of neurodivergent people to increase our understanding of neurodiversity, and for researchers to provide opportunities for neurodivergent people to share their views and to shape the development of research that can have a significant impact on their lives.” (Le Cunff et al. 2023).
What do I want students to know?
Units on the Textile Design Course stipulate a requirement for students to demonstrate the respective learning outcomes in relation to their technical learning through sampling and the development of their samples. This is stipulated in the Unit 2 Project Brief from 2023/24, in which students complete a technical notebook on the materials and techniques they were introduced to, along with notes and samples from each specialism.
The labelling of the samples in the Sample Library is intended to help students utilise object-based learning strategies within their learning experience, as well as to develop their technical knowledge through applying prior knowledge to new experimentations and developments. Each sample will have a header with information including:
- Sample number
- Type of machine used
- Stitch type/ technique and number
- Tension settings
- Sewing foot
- Needle type
- Feed dogs’ position
- Stitch length and width
- Thread type, colour and material composition
- Fabric base and backing
How do I want students to learn?
Neurodiversity encompasses many different disorders and everyone benefits from the same learning aids as “generally, most people learn using two to three learning styles” (Edelson, 2024). Some may learn best from visual learning strategies, others auditory or kinaesthetic (through the senses; touching and hands on experience). Object-based learning can be a valuable strategy for visual learners as it “provides a direct physical link to what is being talked about. This engages the senses, especially sight and touch… Having an object to relate to helps ground the conversation.” (Lehinger, 2023) However, sufficient text and visual aids alongside the object-based learning strategy will ensure neurodiverse learners are not disadvantaged with only one type of learning style.
As someone with ADHD, writing information in a pressurised environment whilst simultaneously processing the information can be difficult. Whilst we avoid making the workshop feel like a pressurised environment, students can inevitably feel this way when comparing themselves to their peers. Similarly, neurodiverse students can struggle with non-verbal memory, meaning they struggle with understanding and visualising abstract concepts and may not remember how to do previously completed tasks. (Cognassist, pp.9, 2021) By labelling technical samples with additional technical notes, students will have reminders or assist those who were unable to make comprehensive notes.
Using the labels as templates/guides
Following a study into the creation of an ‘Inclusive Library for Adolescents with Dyslexia, ADHD, and Autism’ (Barazi, pp.35, 2022) at a Swedish school, it was noted that those with ADHD and autism struggled with planning and structure to varying degrees. By providing technical information on the header labels students will have guidance for their own technical notes. They will also be available on moodle for students to access remotely, alongside templates that can provide a structure for those that may struggle to do this independently.
Intended Characteristics of the Header Labels
Clear structured text
As a whole, the aim is to create a consistent design that is replicated across the board. As Cognassist (pp.9, 2021) states that consistency mitigates the difficulties encountered when having to process visual information. Through familiarity, students will focus more on the content and less on processing the visual information.
Information will be structured and broken down using tables so that students are able to easily navigate and process the information, with font, font size, spacing of text, and alignment being carefully considered to mitigate issues learners may have with visual tracking.
Technical Notes for Pintuck sample (see reference for Pintuck example below)
Pintuck sample by Lynn Woll
Colour Coding
Colour will be important in aiding students to navigate the library as “neurodivergent learners may often grasp concepts better through visuals like pictures, diagrams, and colour-coding” (Connex Education Partnership, 2024). The samples will be divided into the following colour coded categories:
- Hand stitch
- Domestic machine stitch
- Industrial machine stitch
- Digital machine stitch
- Fabric manipulation
Each sample will have a coloured, outward facing tag, accompanied by glossaries that help students to learn these. However, it’s important that students do not need to solely rely on colour as “it is important to use other strategies alongside colour to support people with differing colour perception to add a layer of redundancy.” (University of Bath, 2024) Careful consideration will be taken around the amount of colour used and the colours chosen to mitigate risk of overstimulation, particularly for students with ASD (Holeton, 2020).
Use of images
Simple illustrations on the tags and header labels will aid students in finding relevant samples and support the written technical information, as “text is a particularly weak form of presentation for learners who have text- or language-related disabilities.” (Cast, 2024). Similarly, they will support visual learners “as pairing engaging visuals with structured language, allows neurodivergent students to effectively comprehend, retain, and apply the content.” (Connex Education Partnership, 2024)
image/Icon for Chain stitch hand embroidery
Prompts on the labels
To encourage discourse between students about the samples, as well as helping those that find group conversations difficult, question prompts will also be included. I’ve found verbal prompts to be beneficial in workshops and inductions since my Unit 1 Microteaching session, as they create confidence in contributing and engaging in discussions to enhance the benefits of the wider object-based learning exercise.
Many neurodiverse learners experience difficulty with verbal reasoning, which is the “ability to reason and use logic… to learn new skills and understand information”. This can be found when students have difficulty applying prior knowledge to different contexts, being slow to solve new problems, uncertainty with applying new information and difficulty predicting consequences to actions (Cognassist, pp.9, 2021). Question prompts will be related to technical processes and variables that can impact outcomes, this will foster the opportunity for students to reflect on prior knowledge and think about the possible outcomes, allowing for deeper learning.
An example of a prompt is: Why is it important to overlap stitches when using dissolvable fabric? This question prompt will help to remind students that stitches need to be overlapping in order to maintain structural integrity once the dissolvable fabric is washed away.
Other questions on the header labels will be related to the handle/ tactility of the fabric, this will direct students to engage in the haptic learning exercises which is a valuable element of object learning practice, reminding them to evaluate the effects of the technique.
QR Codes
As Noah (2023) stipulates, QR codes are a valuable resource in supporting universal design for learning principles as they provide multiple means of engagement and representation. For this reason, QR codes will be utilised to provide streamlined access to the information on the labels, as well as further relevant information about the techniques presented in the samples and templates for technical notes.
As some may not wish to or be able to use the QR codes, instructions will also be included on how to access this page on moodle manually for students to reach the relevant information to ensure that no student is disadvantaged. Another consideration around the QR codes will include the size and placement as they need to be identifiable, visible and easy to scan. They will also be consistently present amongst all of the label headers to maintain a cohesive format that students can recognise.
Front and reverse sides of additional tags that will be attached to the Label headers of samples.
What else will I do moving forward?
As I have found cripping to be a useful method in identifying areas of improvement, I would like to ‘crip’ this intervention with staff and students. The aim will be to identify between which elements of the intervention are appropriate and useful for the header labels and which elements will be additional learning materials on Moodle, or other physical resources in the workshop.
Similarly, as more culturally diverse samples are added to the library over time, as per my original intervention plan, it may be appropriate to ‘crip’ the implementation of this intervention again to see if the same outcomes are being met and not affected by the wider variety of samples.
Furthermore, multiple versions of the header labels will be created, with proceeding feedback to determine which is the most effective. The aim is to co-design the resource with the students to promote inclusive research practice, as an emphasis on participation is “based on the premise that research must be done “with” and not “on” people, with the goal of instigating meaningful change through collective effort.” (Cornwall & Jewkes, in Le Cunff et al. 2023) However, I would need to seek advice and guidance regarding the ethics behind forming a pool of neurodiverse students to co-design with. “Co-construction, based on participatory dialogue and reflection, challenges us to ‘think on our feet’ and to adjust teaching to respond best to students’ needs. This is an ongoing process, in which flexibility and a willingness to be corrected are prioritised to empower students in HE. The result is adaptive critical pedagogy which challenges, supports and channels compassion into meaningful inclusion.” (Sors, et al Bloom, 2024)
By working alongside academics on the Textile Design course to establish a template format for students’ technical notes will ensure consistency in our teachings, whilst also helping those who may have difficulty independently starting this task.
Whilst my own positionality has been utilised to make this resource more inclusive, it does not specifically relate to an educational setting due to a late diagnosis. It will be important to learn from other neurodivergent learners so that the strategies implemented through this intervention don’t just cater to those that Identify with my personal learning style. Similarly, I have not yet utilised the knowledge and experience of other UAL staff who work in and have curated libraries and collection resources. This feels like an obvious next step and will be helpful to make these contacts so that I can learn from those with more experience around creating inclusive resources for neurodiverse learners.
Timeline
I aim to create a ‘mock up’ of this intervention on a select category of the Stitch sample library before unit 3 of the PGCert, I can then look to start gaining feedback from this in September when students return. Looking ahead, I would like to have this intervention fully implemented by the summer of 2025.
However, one of the difficulties that I face with my ADHD is time management and blindness and I struggle to quantify how long tasks could take. I will seek guidance from my manager around the feasibility of implementing this intervention and a concise timeline will be planned.
Additional aims
Feedback that I received from my peers was based on my original intervention idea (insert link) and suggested that my initial idea was suggestive of a wider Action Research Project. Feedback that I received from Georgina was to create “a ‘smocking’ world map, a visual representation of one technique, to explore one technique in depth.” which I believe would be a really valuable learning material for both neurodivergent learners as well as work towards cultural inclusiveness. “ Susan Pliner and Julia Johnson argue that design solutions based on universal principles can benefit not only students with different cognitive or physical capabilities but also students from historically marginalised groups, because “students with disabilities face similar challenges to those faced by students of colour” in learning environments. Thus Pliner and Johnson conceive of UDL in a context of multicultural education, power and privilege, and social justice—a framework that leads us to consider the importance of cultural inclusion.” (Holeton, 2020)
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