Better Teaching Through Neurodiversity: Supporting Students’ Executive Functioning March 12

Learn how to apply the Universal Design for Learning framework to develop inclusive teaching practices that support executive functioning for all learners in this one-part workshop. Many times, instructors fear that designing a neuroinclusive classroom is too difficult and may even come at the expense of some of their other students’ needs. In fact, the opposite is often true: if we take the time to look carefully at their needs and reflect on our own teaching practices, accommodating students with autism, ADHD, and other neurodivergent conditions can actually improve outcomes for every student. Through case study exploration and brainstorming around specific teaching materials, participants will work with peers to add to their toolbox for neuroinclusive teaching. By the end of this workshop, participants will be prepared to:

• Identify the principles of the neurodiversity paradigm and its application in learning
• Explain executive functioning and its relationship to neurodiversity
• Examine and resolve executive functioning pressure points in classroom situations
• Revise teaching practices to reflect executive functioning best practices

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