Multimodal Learning for Neurodiversity Transforming Graphic Design and Media Education Through Inclusive Curriculum Design

Abstract

This study examines the implementation of inclusive educational practices in higher education to support neurodivergent students, using a Graphic Design and Media course at Malmö University as a case study. Through action research methodology, we transformed traditional text-heavy course learning materials into a multimodal approach incorporating diverse media formats. The research revealed significant student engagement and satisfaction improvements, particularly among neurodivergent learners. Our findings demonstrate how diversifying course literature with videos, podcasts, blogs, and interactive elements—guided by Web Content Accessibility Guidelines and principles of transition and inclusive design—creates more accessible learning pathways. This article presents a replicable model for enhancing inclusivity in higher education curricula, contributing to wider discussions about supporting neurodiversity in academic settings. The approach addresses immediate accessibility needs while advancing personalised learning experiences, ultimately improving retention and completion rates across diverse student populations.