Contents

• Introduction
• Module 1 – Foundations of Neurodiversity
  • Lesson 1.1 — Understanding Neurodiversity
  • Lesson 1.2 — Historical and Cultural Context
• Module 2 – Brain, Behaviour & Experience
  • Lesson 2.1 — Neuroscience Basics
  • Lesson 2.2 — Psychological & Behavioural Aspects
• Module 3 – Communication & Social Connection
  • Lesson 3.1 — Effective Communication Techniques
  • Lesson 3.2 — Social Skills Development
• Module 4 – Ethics & Goal Setting
• Module 5 – Coaching Plans & Adaptive Practice
• Module 6 – Tools & Resource Networks
• Module 7 – Case Studies & Role Play
• Module 8 – Final Paper & Case Study Construction
• Module 9 – Professional Growth & Community Engagement
• Assessment Criteria (Modules 1–9)
• Appendix A – Assessment Tracker
• Appendix B – Tutor Notes

Module 1 – Foundations of Neurodiversity

This module introduces the foundations of the neurodiversity paradigm and its historical development. Tutors should emphasise clarity of terminology, strengths-based framing, and critical reflection.

The applied tasks in this module are reflective. Tutor guidance includes facilitating:

• deep self-reflection,
• bias awareness,
• historical contextualisation,
• connection to lived experience.

Lesson 1.1 – Understanding Neurodiversity

Tutor Focus: Ensure learners grasp the difference between the medical model, social model, and neurodiversity paradigm. Encourage precision and lived-experience-centred language.

Guidance for Tutors

• Prompt learners to explore their personal assumptions.
• Reinforce strengths-based language.
• Support exploration of identity, culture, and representation.

Learning Outcome

Students demonstrate accurate understanding of the neurodiversity paradigm and reflect on how this shapes emerging coaching practice.

Lesson 1.2 – Historical and Cultural Context

This lesson invites learners to explore how ideas about neurodivergence have been shaped over time by medical, social, and cultural narratives. Tutors should draw attention to how historical framings still influence education, healthcare, work, and social attitudes today.

Guidance for Tutors

• Model critical discussion of historical power dynamics (e.g. institutionalisation, pathologisation).
• Highlight the shift toward rights-based and neuro-affirming frameworks.
• Encourage learners to connect history to present-day lived experience.

Learning Outcome

Learners produce a reflective account explaining how historical narratives influence current systems and their own coaching worldview.

Module 2 – Brain, Behaviour & Experience

Module 2 provides a foundational understanding of neuroscience, cognitive processes, and psychological frameworks relevant to neurodivergent experience. The tutor’s role is to ensure scientific concepts are communicated accurately, accessibly, and without deficit framing.

Learners are asked to reflect on brain-based explanations of behaviour and reframe traditional interpretations through a neuro-affirming lens—including sensory processing, executive function, trauma, masking, and contextual factors.

Lesson 2.1 – Neuroscience Basics

This lesson introduces core neurocognitive concepts such as executive functioning, attention regulation, sensory processing, and cognitive load. Tutors should ensure the content remains person-centred and avoids deterministic or pathologising language.

Guidance for Tutors

• Ensure terminology (e.g. “executive functioning”, “working memory”, “sensory modulation”) is used consistently.
• Provide examples that compare internal processes and environmental mismatch.
• Support learners in applying concepts to real coaching scenarios.

Learning Outcome

Learners demonstrate accurate understanding of key neuroscience concepts and their relevance to neuro-affirming coaching.

Lesson 2.2 – Psychological & Behavioural Aspects

This lesson explores how psychological, behavioural, and contextual factors interact to influence lived experience. Tutors should reinforce that behaviour is communication and must be understood through needs, nervous system states, and relational safety.

Guidance for Tutors

• Challenge traditional behaviourist interpretations (“non-compliant”, “avoidant”).
• Introduce the nervous system lens: fight/flight/freeze/fawn, overwhelm, shutdown.
• Guide learners in reframing behaviours through DDP principles: context, autonomy, safety, strengths.

Learning Outcome

Learners reframe behaviour using neuro-affirming principles and demonstrate ability to connect psychological theory with coaching practice.

Module 3 – Communication & Social Connection

Module 3 develops the learner’s understanding of communication differences, double empathy, relational safety, and social connection. Tutors play a key role in helping learners identify barriers to communication and opportunities for neuro-affirming dialogue.

The module emphasises mutual understanding, authenticity, and co-regulation—not normalisation or masking. Applied tasks require analytical thinking and design of affirming social supports.

Module 3 – Communication & Social Connection

Module 3 develops the learner’s understanding of communication differences, double empathy, relational safety, and social connection. Tutors play a key role in helping learners identify barriers to communication and opportunities for neuro-affirming dialogue.

The module emphasises mutual understanding, authenticity, and co-regulation—not normalisation or masking. Applied tasks require analytical thinking and design of affirming social supports.

Lesson 3.2 – Social Skills Development

In this lesson, learners explore neuro-affirming approaches to social connection. Tutors should present social development as a two-way, relational experience shaped by context, safety, and authenticity—not as a set of behaviours to “fix” or normalise.

Guidance for Tutors

• Challenge traditional “social skills training” that encourages masking or conformity.
• Promote values of choice, consent, self-advocacy, and authenticity.
• Introduce the concept of safer spaces and mutual accommodation.
• Encourage learners to design interventions that reduce shame and build confidence.

Learning Outcome

Learners design or critique social connection strategies that are autonomy-supportive and consistent with neuro-affirming practice.

Lesson 4.1 – Coaching Principles and Ethics

This lesson provides tutors with the framework for guiding learners through ethical, values-led coaching practice. Ethics is foundational to neuro-affirming work: autonomy, dignity, consent, boundaries, scope of practice, safeguarding, and non-coercive support should be treated as central pillars rather than administrative obligations.

Guidance for Tutors

• Emphasise that ethical coaching requires continuous reflection, not simply rule-following.
• Introduce safeguarding through a person-first, autonomy-respecting lens.
• Model transparent boundaries and professional conduct in all tutor–learner interactions.
• Encourage debate around real-world ethical dilemmas to build reflective capacity.

Learning Outcome

Learners demonstrate understanding of ethical principles and apply them appropriately to neuro-affirming coaching scenarios.

Lesson 4.2 – Goal Setting and Accountability

This lesson explores collaborative, autonomy-supportive goal setting. Tutors should help learners move beyond traditional “SMART goals” towards approaches that account for energy, executive function, sensory factors, relational safety, and a client’s “Why”. Accountability should support—not pressure—clients.

Guidance for Tutors

• Teach co-creation of goals rather than goal-imposition.
• Use the DDP framework: Why → Strengths → Needs → Actions → Supports.
• Demonstrate how shame-free accountability structures increase success.
• Encourage learners to consider context (home, work, relationships, sensory load).

Learning Outcome

Learners create goals that are contextualised, collaborative, and aligned with neuro-affirming values.

Lesson 5.1 – Developing the Individual Coaching Plan

This lesson teaches learners how to create a holistic, DDP-informed coaching plan. Tutors should help learners translate theory—neuroscience, communication, ethics—into practical, structured planning that supports autonomy and long-term development.

Guidance for Tutors

• Walk learners through each stage of the DDP: Why, strengths, barriers, context, actions, supports.
• Model inclusive language and non-pathologising framing.
• Show how to embed environmental adjustments and relational considerations.
• Encourage realistic pacing and load management.

Learning Outcome

Learners produce a coherent, strengths-based, personalised coaching plan that aligns with DDP principles.

Lesson 5.2 – Adaptive Techniques

This lesson trains learners to select, justify, and apply adaptive strategies that support a client’s autonomy, sensory regulation, executive function, and emotional needs. Tutors should emphasise that adaptation is collaborative, contextual, and deeply individualised.

Guidance for Tutors

• Demonstrate how to match adaptive techniques to a client’s processing profile.
• Challenge deficit-based strategies that rely on masking or compliance.
• Encourage learners to integrate earlier module knowledge into practical reasoning.
• Use case examples that require nuanced decision-making.

Learning Outcome

Learners identify and justify adaptive strategies that support autonomy, safety, and functional outcomes.

Lesson 6.1 – Technology and Aids

This lesson focuses on evaluating tools that reduce cognitive load and support independence. Tutors should emphasise that tools must be purpose-driven rather than overwhelming or over-complicated. Simple, reliable aids are often more beneficial than complex systems.

Guidance for Tutors

• Teach critical evaluation: benefits, limitations, context, cognitive load.
• Introduce examples of visual timers, accessibility tools, structure apps, planners.
• Highlight strengths-based use of technology (externalising working memory, supporting emotional regulation).
• Discourage over-reliance on tech for its own sake.

Learning Outcome

Learners produce a critical evaluation of one tool category and justify its suitability for neuro-affirming practice.

Lesson 6.2 – Resource Networks

This lesson helps learners map the ecosystem surrounding a client—professional, relational, and community networks. Tutors should emphasise relational interdependence, safety, and building sustainable support structures.

Guidance for Tutors

• Teach systems thinking: clients do not develop in isolation.
• Use case examples requiring network mapping and gap analysis.
• Help learners understand safeguarding and ethical boundaries in wider systems.
• Emphasise collaborative planning and empowerment.

Learning Outcome

Learners prepare a network map and commentary analysing supports, gaps, and ethical coaching actions.

Lesson 7.1 – Case Studies in Neuro-Affirming Coaching

This lesson supports learners to apply the DDP to a structured case study analysis. Tutors should ensure learners differentiate between traits, context, stressors, and systemic factors.

Guidance for Tutors

• Model DDP mapping and show how to extract meaningful patterns.
• Discuss ethical and contextual influences on coaching decisions.
• Use anonymised case studies to explore good practice.

Learning Outcome

Learners produce a 400–500 word DDP-based case analysis with justified coaching actions.

Lesson 7.2 – Role-Playing Exercises

This lesson takes place during the practical skills day. Tutors observe, coach, and provide structured feedback. The written reflective task takes place after the live coaching session.

Guidance for Tutors

• Set clear expectations for professionalism and safety during role-play.
• Observe skills: presence, pacing, language, emotional regulation, ethical boundaries.
• Use structured feedback tools to support growth.
• Ensure reflections focus on learning—not self-criticism.

Learning Outcome

Learners write a 400–500 word reflection integrating observed skills and DDP-aligned development goals.

Lesson 8.1 – The Final Paper: Structure and Expectations

This lesson prepares learners for their 2,800–3,200 word summative academic paper. Tutors should ensure learners understand argumentation, academic writing, referencing, and critical integration of all modules.

Guidance for Tutors

• Provide exemplars of strong vs weak academic structure.
• Teach a clear thesis-led approach.
• Support learners to integrate theory without relying on description.
• Spend time demystifying referencing and paragraph structure.

Learning Outcome

Learners produce a critically engaged, well-structured academic paper integrating knowledge across the programme.

Lesson 8.2 – Building Your Case Study

This lesson deepens learners’ applied skills through a structured, reflective case study portfolio. Tutors should help them connect reflection, analysis, planning, intervention, and review coherently.

Guidance for Tutors

• Teach the case narrative structure: context → assessment → planning → intervention → reflection.
• Highlight ethical reasoning and client voice.
• Ensure learners critically justify decisions using DDP and theory.

Learning Outcome

Learners produce a structured case study demonstrating reflective and analytical coaching practice.

Lesson 9.1 – Ongoing Learning Opportunities

This lesson introduces Continuous Professional Development (CPD) as a core ethical duty. Tutors should emphasise that neuro-affirming coaching requires ongoing growth, supervision, and reflective practice.

Guidance for Tutors

• Introduce the CPD cycle: identify → plan → act → reflect → evidence.
• Model reflective self-assessment with learners.
• Discuss professional values, staying current with research, and avoiding stagnation.

Learning Outcome

Learners design a CPD plan informed by professional standards and personal development goals.

Lesson 9.2 – Community Engagement

This lesson explores the importance of community of practice, peer support, and collaborative environments for ethical and sustainable coaching. Tutors should highlight the social impact of neuro-affirming work.

Guidance for Tutors

• Explain the value of peer networks, supervision groups, and lived-experience spaces.
• Encourage learners to participate in communities aligned with equity and neuro-affirmation.
• Discuss advocacy, accessibility, and systemic change.

Learning Outcome

Learners articulate a plan for engaging in and contributing to a wider community of practice.

Appendix A: Tutor Guidance & Professional Standards

This appendix supports tutors in delivering the NeuroCoach Programme to a consistently high, ethical, and neuro-affirming standard. It outlines expectations for communication, feedback, safeguarding, academic integrity, and the appropriate use of the Dynamic Development Plan (DDP) when assessing learner work.

1. Neuro-Affirming Teaching Expectations

Tutors must model the same principles taught throughout the course:

• Use strengths-first language at all times.
• Avoid pathologising or behaviourist framings.
• Respect processing time, silence, and different communication styles.
• Promote autonomy and avoid directive language.
• Validate lived experience as a legitimate form of knowledge.

2. Safeguarding, Boundaries & Professional Conduct

Tutors must maintain safe ethical practice across all interactions:

• Maintain confidentiality unless a safeguarding risk is identified.
• Keep personal–professional boundaries clear and consistent.
• Escalate concerns to the Programme Lead within 24 hours.
• Never position yourself as a therapist or diagnostician.
• Ensure all role-play days are run with explicit consent and psychological safety.

3. Academic Integrity & Learner Support

Tutors should support learners in developing academic skills without doing the work for them.

• Provide guidance on structure rather than rewriting content.
• Encourage appropriate referencing (APA or Harvard accepted).
• Watch for AI-generated text that lacks personal insight.
• Allow reasonable extensions where processing or health difficulties arise.

4. Feedback Standards

Feedback must be constructive, respectful, and aligned with SQA bands.

Effective feedback should:

• Begin with strengths demonstrated.
• Highlight 1–3 improvement areas, not an exhaustive list.
• Explain which band criteria the work currently meets.
• Suggest practical next steps rooted in the DDP.

5. Using the DDP in Assessment

All applied tasks and the final paper must show understanding of DDP principles: Why → Strengths → Context → Actions → Supports → Review.

• Look for evidence of co-creation rather than coach-driven plans.
• Check that actions consider sensory, emotional, and social environments.
• Ensure strengths are central, not an afterthought.
• Encourage systemic thinking (home, work, community).

6. Marking Workflow for Tutors

1. Read submission once without annotating.
2. Assign a provisional SQA band using the band table.
3. Re-read to check consistency: strengths, analysis, DDP mapping.
4. Write feedback using the three-part model: Strengths → Improvements → Next Steps.
5. Enter final band into the Assessment Tracker.

7. Handling Learner Difficulties

If a learner is struggling:

• Arrange a 1:1 tutorial to clarify expectations.
• Offer examples of strong work (anonymised).
• Refer to reasonable adjustments if required.
• If concerns persist, escalate to Programme Lead.

Appendix B: Tutor Templates & Professional Practice Tools

These templates support consistency in coaching plans, case studies, reflection, and professional development. All can be copied, printed, or adapted for learner use during tutorials.

1. DDP-Informed Coaching Plan Template

• Client Why: Personal meaning, values, and goals.
• Strengths: Cognitive, sensory, relational, creative.
• Barriers / Context: Environmental, systemic, sensory load.
• Actions: Co-created, achievable steps.
• Supports: Tools, people, environment.
• Review: How progress will be checked.

2. Session Review Template

• What worked well this session?
• What changed or developed?
• What needs follow-up?
• Any sensory, emotional, or environmental notes?

3. Case Study Template

• Client Profile ( strengths, needs, context )
• Initial coaching goals
• Assessment using DDP
• Interventions and rationale
• Review and learning

4. CPD Template

• Current strengths
• Areas for development
• Planned learning activities
• Timeframes
• Evidence of learning

5. Resource Network Mapping Template

• Personal network
• Professional network
• Community resources
• Gaps identified
• Coaching actions

6. Tutor Observation Sheet (Role-Play Day)

• Communication clarity
• DDP alignment
• Presence & regulation
• Client autonomy
• Strengths-based practice

Assessment Tracker: Modules 1–9

Record learner achievement, SQA band, feedback, and completion status.

Tutor Signature: ____________________________
Date: ____________________________