There has been an increase in the number of neurodiverse students entering into higher education. Neurodiversity can include, but is not limited to, ADHD, dyspraxia, dyslexia, and autism spectrum disorder. Neurodiverse students can experience issues with attention, organization, working memory, time management, listening skills, sensory perception, and speed of processing. By developing/ redesigning courses that do not focus on accommodating neurodiverse students, but instead is designed FOR neurodiverse students, one is able to remove the stigma behind the accommodations related to neurodiversity while benefitting all students in the classroom.

By following the guidelines and principles to promote a Universal Design within the classroom, one can support students that are often plagued with anxiety related to the stigma of accommodations and neurodiversity while also following best practices of higher education. Ableism is a consistent, and often overlooked, issue that faculty faces when designing and teaching courses. It directly affects the ability of our students to learn from the present curriculum.

Faculty should walk away with some ideas on how to get started or how to continue their course adjustments when considering neurodiverse learning. They will be able to view various modalities and ideas related to neurodiverse learning that can be incorporated into the classroom.

Lunch will be provided.

This workshop aligns with the inclusive pedagogy domain of the teaching effectiveness framework and is part of TILT’s inclusive pedagogy series.

This workshop is open to all CSU faculty, staff, and graduate students. It counts as one workshop towards the TILT teaching certificate.