Abstract
British universities are seeing growing numbers of international students at postgraduate level and are beginning to adopt automated solutions to deliver sustainable academic support. This study evaluates the efficacy of such systems including its accessibility, and will develop the understanding needed that would facilitate the development of a truly inclusive support system. Prior studies indicate that there is little support for the neurodiverse beyond childhood, and technology providers are only just understanding their needs. There is also a disconnect between technologists who build platforms and educators who fully understand the needs of various user types, Consequently, as yet, such systems tend to fall short of their aim. This research will facilitate the development of the knowledge base and a model necessary to inform the technologist in the development of a truly inclusive system. It will also further understanding of the demands of inclusive material at post graduate level.