This article reports on the findings of a research project into the impact of psychophysical actor training methods on neurodiverse students. It illustrates how the application of a Social Theory of Learning Difference reveals the mechanisms whereby these training methods dysconsciously discriminate against those students who are dyslexic and/or dyspraxic learners. The research findings recognise the inherent value of psychophysical methods in the training of actors but suggests that there is a need to move away from a singular Psycho-Medical Theory of Learning Difference and to adopt a framework of learning difference based on the Social Model of (dis)ability, which requires institutions to adapt their provision to better meet a diverse range of needs. A revision of psychophysical approaches is proposed, which draws on a neuroscientific theory of experiential practice and a psychological framework of actor engagement. This new approach seeks to enhance the effective communication of embodied knowledge and skills in diverse actor training contexts and to allow students who are dyslexic and/or dyspraxic learners equal access to that learning.

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Collaborative and Devised Theatre and the MA/MFA in Voice Studies: Teaching and Coaching programs at the Royal Central School of Speech and Drama. Daron's practice-based research focuses on diversity, inclusion and equality within actor training as well as the intersection of psychophysical approaches to acting and voice. Daron is an alumnus of the Central voice course, a Designated Linklater Teacher, and a Senior Fellow of the Higher Education Academy.

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