Inclusive Academic Tutorials for Neurodivergent International Music Students

This presentation explores how academic tutorials support the learning experiences of neurodivergent international students in higher music education.
The study adopts a qualitative which was based upon visual representations of how students experience their learning experiences. The findings showed that tutorials extend beyond academia, functioning as relational learning spaces that foster confidence, belonging and psychological safety. Their effectiveness and inclusivity depend on factors including institutional processes, accessibility, time, learning environments and material resources.
The study conceptualises tutorials as sociomaterial practices through which inclusion is negotiated rather than assumed. It also demonstrates the value of Inquiry Graphics as an innovative multimodal method for exploring neurodivergent student experiences. The findings offer practical implications for designing more inclusive tutorial systems.