Session begins with a story to frame neurodiversity and Universal Design for Learning (UDL) and an activity that frames neurodiverse learners as bringing strengths not deficits to the classroom. Attendees discuss challenges, then explore strategies and tech tools that reduce barriers for learners with dyslexia, autism, ADHD. Through a redesign challenge, groups adapt sample lessons using UDL + tech. Session closes with share outs, a reflection, and a takeaway template for inclusive lesson design. Audience engagement occurs every 5–10 minutes through polls, discussions, tech based activities and opps for peer to peer follow up.
After this session, participants will be able to: (1) Design tech enabled lessons using Universal Design for Learning (UDL) principles that reduce barriers for students with dyslexia, autism, ADHD, and other diverse profiles. (2) Apply at least two tech based strategies that support executive functioning, student engagement, and multiple ways of demonstrating learning. (3) Redesign an existing lesson or activity into a more inclusive version and share a plan for fostering belonging and agency.
(1) Lambert, Rachel. Rethinking Disability: A Strength-Based Approach to Math and Science Learning (2) Eide, Brock & Fernette. The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain (3) Grandin, Temple. Visual Thinking: The Hidden Gifts of People Who Think in Pictures, Patterns, and Abstractions (4) Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain (5) CAST. Universal Design for Learning Guidelines (free online resource)
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