One format, many brains — why it does not work
As a training project coordinator at EITT, I see hundreds of training sessions per year. I also see how participants respond to different formats — and how easy it is to lose someone who could have gained the most from the workshop.
Standard training assumes everyone learns at the same pace, in the same way, with the same tolerance for stimuli. That is not true — and this is not just about preferences. People with ADHD, on the autism spectrum, with dyslexia, or dyspraxia process information in fundamentally different ways. Not worse. Different.
The good news: changes that make training accessible to neurodiverse participants improve the experience for everyone.
What the participant we do not know about experiences
The participant with ADHD
The ADHD brain works fast. It catches the meaning before the trainer finishes the sentence. It predicts where the argument is going. It cannot tolerate “empty spaces” — long introductions, repetitions, waiting for the group.
What happens during training:
- After 20 minutes of trainer monologue — attention drifts
- Group exercises without clear structure — frustration
- Materials as walls of text — unread
- Break “in 90 minutes” — too late
What helps:
- Short blocks (30-45 minutes) with clear transitions between activities
- Interaction every 10-15 minutes — a question, mini-exercise, poll
- Materials with highlighted key points
- Permission to take notes, draw, move around
The participant on the autism spectrum
The brain on the autism spectrum needs time to process. Silence after a trainer’s question is not a lack of response — it is thinking. A sudden plan change, an ambiguous instruction, an unexpected “what do you think?” asked publicly — this is not “group dynamics,” it is overload.
What happens during training:
- No agenda = anxiety throughout the day
- “Now split into groups and come up with something” = paralysis
- Room or time change at the last minute = disorientation
- Noise in an open space = inability to focus
What helps:
- Agenda sent before training — with times, topics, and activity formats
- Instructions given in writing, not just verbally
- Processing time (5 seconds of silence after a question is not “awkward”)
- Predictability: same daily structure, announced changes
The participant with dyslexia
Text on a slide that a neurotypical participant reads in 3 seconds takes a person with dyslexia 10-15 seconds to process. When the trainer switches the slide after 5 seconds, the information is lost.
What helps:
- Materials shared before training
- Key information in diagrams, charts, icons — not walls of text
- Larger font, greater line spacing, colors supporting readability
- Recording of the session to review later
Universal Design for Learning — design once, design well
Universal Design for Learning (UDL) is an approach that does not require knowledge of a participant’s diagnosis. We design training so that it works for different processing styles by default.
Three UDL principles in training practice
1. Multiple means of representation
The same concept presented in three ways: verbally (trainer explains), visually (diagram on slide), practically (exercise). The participant chooses the channel that suits them.
2. Multiple means of action and expression
Not everyone needs to answer in front of the group. Alternatives: chat, sticky notes, pair work, written reflection. We offer choice — we do not force one format.
3. Multiple means of engagement
For some, motivation comes from competition (quiz, ranking). For others — quiet individual exercises. For still others — discussion. A well-designed training includes elements of each type.
Practical checklist for trainers and coordinators
Before training
- Send the agenda with times, topics, and activity formats
- Share materials for preview (not for “studying” — for orientation)
- Ask about needs (format: anonymous survey, not a public question)
- Check the room: noise, lighting, possibility to retreat to quiet space
During training
- Blocks of 45 minutes maximum, breaks every hour
- Instructions given verbally and in writing simultaneously
- Questions: allow 5-10 seconds of silence before expecting an answer
- Exercises: clear instructions, time limit, expected outcome
- Interaction: not just “who wants to answer?” — offer chat, sticky notes, pairs
After training
- Written summary of key points
- Recording or transcript (if possible)
- Evaluation survey asking about format, not just content
This is not “extra effort”
Every one of these changes improves the training experience for all participants. An agenda before the session, shorter blocks, written instructions — these are not accommodations for “special” participants. They are a professional standard that happens to also be inclusive.
At EITT, I observe that training designed with different processing styles in mind receives higher ratings, lower dropout rates, and better feedback from participants — all participants.
Well-designed training does not need an “inclusive” label. It simply works.