Alex Langhorn, head of Business Support at BTS, looks at some of the challenges faced by neurodivergent learners studying for regulated exams, and the support available
The term neurodiversity was coined in the 1990s by Australian sociologist Judy Singer to describe the natural range of difference in cognitive functioning in people. Neurodiversity encompasses a range of conditions including dyslexia, ADHD, Autism Spectrum Disorders (ASD), dyscalculia, and Asperger’s which can be characterised as alternative thinking styles that differ from those of a “neurotypical” learner.
How does neurodiversity affect studying for regulated exams?
Neurodiversity has a spectrum of strengths and needs that will vary from person to person. The following provides examples of how neurodivergent learners may find the study experience different from a neurotypical learner.
A brain with dyslexia processes language differently, sometimes requiring greater cognitive effort than a brain without dyslexia. Reading a weighty text isn’t usually going to be the most effective method of study for a dyslexic learner.
A person with ADHD may find it difficult to know where and how to get started. The volume of study ahead may seem intimidating; they may struggle to commit to a starting point with the uncertainty ahead of them.
A person with ASD may find they spend too much time on areas that aren’t relevant to the exam due to hyper focus or “going down a rabbit hole” and study may take longer than expected.
What study options do learners have that can help?
Candidates embarking on the CII Diploma in Regulated Financial Planning often don’t realise they have a choice when it comes to their study materials. In fact, they absolutely have a choice whether to purchase the examining body text and additional resources via ‘enrolment plus’ or to book the exam sitting standalone via the ‘assessment only’ option and purchase alternative study materials elsewhere. When it comes to study material, there is a lot of choice out there.
- Printed materials are helpful to learners who prefer physical resources that allow them to use highlighters and post-it notes. For these learners, digital materials can be overwhelming as they can feel too much is out of sight (and therefore doesn’t exist) which can create feelings of anxiety.
- Digital materials have the advantage that they can be used with screen readers, font can be resized, and they can be accessed quickly for short bursts of study.
- Interactive resources such as e-Learning, audio, video, and on-screen activities can be helpful for learners who like to use a range of different modalities and study at their own pace.
What about study strategies?
A big factor is recognising what works for you. For learners with dyslexia, break the subject down into more manageable chunks using a non-linear approach. Work at your own pace using mind maps and diagrams to help process the information in a way that you can recall it when you need it.
For learners with ASD, work when your brain is more likely to be engaged and put the study down when it isn’t. Past papers and model answers can be useful to remove some of the uncertainty around the exam and are a great way to understand what it is you are aiming for.
For learners with ADHD, have clear aims for each study session. Ask yourself questions about the topic and study to answer the questions. This can help to actively engage the learning and reduce the load on the working memory.
For all learners, don’t neglect self-care. Whether that is getting enough sleep, eating well, making time for relaxation. If you are working on burnout, you won’t be getting the most out of your study.
What about the exam sitting?
Candidates have a choice over when, where, and how they sit the exam. A remote sitting has the advantage of being in your own environment, a test centre sitting can provide needed structure.
There are some helpful walk-through videos on the CII website. Watch these to minimise the unknown and be prepared for the unexpected. What will you do if you have systems issues? Have the PSI helpline number to hand and be ready to report any issues to the CII at this address.
Is there any support for exam sittings?
The CII offer reasonable adjustments, such as additional time, to support candidates. To access these adjustments, candidates need to disclose their condition to the CII via email, including evidence from a professional e.g., an occupational psychologist / GP, explaining how their performance might be affected and the steps needed to support this. The CII encourages candidates to disclose additional needs to enable them to put in place the things candidates need to be able to perform at their best. All disclosures are treated discreetly and confidentially.
In summary
Neurodiversity is part of the range of human experience. Seek out the help and support you need to perform at your best, there is lots of it out there.
About Bespoke Training Solutions
Bespoke Training Solutions (BTS) have been supporting regulated exams for 19 years. Resources include digital and printed study guides, interactive-Learning modules, revision workshops and a mobile app of exam-standard practice exam questions. Visit https://www.bespoketrainingsolutions.com or contact BTS on [email protected] to find out more about support options to suit you.
