• Look for clear aisles and a quiet/low-sensory spot; if none is designated, choose an aisle/back position and keep simple sensory tools (earplugs/fidget) as appropriate.
  • Self-manage quietly and take brief movement breaks unless safety rules say otherwise (anticipate needs; safety first.) 
  • Where courses provide pre-lab demonstrations, use them to preview steps; if not, skim the protocol and sketch the apparatus.
  • Ask for a printed (or downloadable) step-by-step protocol and, if possible, a few photos or diagrams showing the key steps). If a step-by-step protocol is unavailable, self-help: write
    a 5-step mini-protocol from the lab sheet and add checkpoints (“Step 3 done?”).
  • Groupwork can be challenging for everyone, but learning to work well in teams is one of the most important skills for any scientist (actually, this applies to nearly all jobs). The days where major scientific advances are made by individuals toiling alone in dark rooms are long gone – the big advances in science now are most often made by teams that include a diverse range of people – people with different fields of expertise, and people with a range of different perspectives and ways of thinking. That is, the most successful groups include people with different expertise and training, genders, ages, cultural backgrounds and ways of thinking. Your neurodiversity can be a superpower – e.g. if it allows you to think of things in a different way to the rest of your team, or spot errors everyone else overlooked.
  • Your equitable learning plan may allow for you to have an alternative to group work. If you really need this, absolutely use it. However, learning to work as part of a team is a really important skill, so if at all possible, try to get involved. Talk to your lecturer, and tell them what would help you. For example, your lecturer might be willing to help you to join a group or to work with someone you know, to have you work in a smaller group, to help you to find a particular role within a group, to help you to set up a group chat so that you can contribute in a written format, or to have your group sit in a quieter spot outside the classroom during groupwork.
  • The most important thing is to talk to your groupmates. You don’t need to give them details about yourself if you don’t want to, but if you tell them enough that they understand what is going on for you, they are likely to be much more supportive and accommodating. Telling people what helps you to work at your best is good for you and for the rest of your group. You can write this in an email if that is easier for you.
  • As a group, set clear expectations and roles. Make sure that all group members feel valued, included and engaged. If you notice that one of your group members is not participating, don’t assume they are lazy or stupid – ask them what is going on for them, and see if the group can do something address the issue (e.g. group members often stop participating if they find their early contributions are not taken seriously, or if they are dealing with anxiety and feel out of their depth).
  • If possible, define roles before starting (e.g., equipment lead, recorder, sampler, safety checker). Role clarity supports inclusion and equitable participation. (Stanford Teaching Commons, 2024; UChicago CCTL, 2024).
  • If a method is a barrier (e.g., fine-motor pipetting/frequent movement), propose an equivalent-outcome alternative (e.g., data recording/analysis, calculations, quality-control checks) that demonstrates the same competencies.
  • 5-step mini-protocol (write steps; tick them off).
  • Write two quick retrieval Q&As at the end of the lab or class session: one on procedure (e.g. “What are the key steps of today’s procedure?”), one on why a step matters (e.g. “Why did we do Step X – what did it tell us?”)
    Retrieval practice often outperforms restudy for retention; transfer varies with alignment (Adesope et al., 2017).
  • Pre-lab preparation is linked to better efficiency, safer behaviours, and greater confidence (Nadelson et al., 2015; Canal et al., 2016; Jolley et al., 2016; Stieff et al., 2018; Agustian & Seery, 2017; RSC Review, 2024).
  • Segmented, step-by-step protocols reduce extraneous cognitive load and support more accurate execution (Sweller et al., 2011; CESE, 2017).
  • Role clarity supports equitable participation and reduces social ambiguity (Stanford; UChicago).
  • Reasonable adjustments focus on demonstrating the same learning outcomes via methods that work for the student (CAST; UCL; ADCET).

References