Editor’s Note:
As part of inclusive assessments project, we are excited to share narratives and lived experiences of neurodivergent students at Imperial. The first article in this series is penned by two 1st year students from the Department of Earth Science and Engineering (ESE).
This article highlights how designing teaching and assessment with inclusivity in mind can enhance learning experience for all students. There is emphasis on support around activities and skills development, flexibility for those who face logistical issues, and tailored support for those who need it.
The objectives of this article are:
- To raise awareness among students on what to expect in field trips
- To highlight challenges faced by neurodivergent students
- To highlight support offered by the department
- To share tips and advice to students on preparing for these field trips