From accommodation to affirmation

ALIGNing technology, assessment, and neurodivergent learner’s needs

Abstract

Students with Attention Deficit Hyperactivity Disorder (ADHD) – or other neurodivergent or mental health conditions – face persistent executive functioning challenges that conventional higher education assessment models and technologies often fail to accommodate. In this paper, affordance theory is applied to demonstrate how educational technologies, when thoughtfully integrated with assessment design, can either support or hinder these learners. The Affordance-Led Inclusive Guidance for Neurodivergence (ALIGN) is introduced as a theory-informed, action-oriented framework that enables educators and designers to drive intentional alignment of executive functioning needs with technological and pedagogical affordances. This initial iteration aims to guide educators in creating inclusive, affirming learning environments, with co-design and validation with neurodivergent learners planned for future phases. ALIGN shifts the focus from individual accommodation toward leveraging neurodivergent strengths – such as creativity and divergent problem-solving in ADHD – within flexible, feedback-rich assessments. By aligning cognitive diversity, technology use, and assessment practice, ALIGN offers a conceptual and practical pathway for systemic transformation in higher education, supporting equity and neuroaffirmation at scale.