REFLECTIONS FROM TWO NEURODIVERSE LEARNERS THRIVING IN LEARNER-CENTRED DEGREES.

In this article, two learners in self-directed degrees based in the workplace reflect on their experiences in learning from each other and in communities of practice. Deane and Steve will each introduce themselves and their relationship to learning through their neurodiverse lenses. Then they explore designing for inclusion in formal education through the three dimensions of Student Centred Learning: humanism, cognition and agency (Starkey, 2019). They explore "ako," which in te reo Māori means being in a reciprocal learning relationship where teachers are not expected to know everything. In particular, ako suggests that each learner brings knowledge with them from which all are able to learn (Keown et al., 2005). Their discussion is transcribed from a speechto- text app because both speak better than they write. [ABSTRACT FROM AUTHOR]