Neurodiversity & Learning Support Advisory Board
Deepening our understanding of how every learner can be supported to thrive.
Our Advisory Boards bring together leading researchers, practitioners and specialists who share our commitment to advancing the science and practice of learning. Our Advisory Boards are advisory in nature, and distinct from our Board of Trustees: our trustees govern the Institute and are responsible for its decisions; our advisers inform and strengthen our thinking.
These Terms of Reference are adopted by the Board of Trustees, and should be read alongside, the IALM Advisory Board Framework and the Advisers' Code of Conduct.
The Neurodiversity & Learning Support Advisory Board is advisory. Its advice is valued but non-binding; the board is not part of the Institute's governance structure and has no delegated decision-making authority. The Board of Trustees retains ultimate responsibility for the Institute's strategy, decisions and resources.
Purpose and Remit
The Neurodiversity & Learning Support Advisory Board advises on how the Institute understands and supports neurodivergent learners and those with additional learning needs, so that its programmes, resources and research are inclusive, accessible and reflect the realities of how different children and young people learn.
Scope
Within Scope
- ADHD, autism, dyslexia and other conditions affecting how children and young people learn
- Special educational needs and disabilities (SEND) and learning support
- The inclusive and accessible design of the Institute's programmes, resources and research
- Wellbeing as it relates to learning
Out of Scope
- Decisions binding on the Institute, control of budgets, or direction of staff
- The governance of the Institute, which remains the responsibility of the Board of Trustees
- Individual casework, complaints or operational delivery
- Clinical diagnosis, or the provision of individual assessments, therapy or support to particular children
Chair
Chair (not yet appointed). Appointed by the Board of Trustees.
Membership & Size
Typically four to twelve members. Expertise sought: educational psychology; ADHD, autism and dyslexia, and SEND and learning support; and inclusive learning, including lived-experience perspectives.
Term of Office
Three years, renewable by agreement. Voluntary and unpaid; reasonable, pre-agreed expenses may be reimbursed.
Meetings
On average two meetings per year, held remotely or in a hybrid format, with additional input sought between meetings as required.
How Advice is Provided
Through discussion at meetings; written input; review of materials; and responses to occasional requests from the Institute.
Reporting
To the Board of Trustees, via the Executive Director.
Conflicts of Interest
Members must declare any actual, potential or perceived conflict of interest as soon as it arises. All conflicts are declared and managed under the IALM Conflicts of Interest Policy.
Confidentiality and Data
Members keep confidential information confidential, use it only for the purposes of their role, and handle personal data in accordance with the IALM Privacy Policy and data protection law.