Wednesday, November 10
1:15-1:45 PM
Room 1

Teaching with a neurodiverse pedagogy: Moving beyond accommodations to infusion

Roundtable (Live Presentation) ID: 59415
  1. Alicia Hazelwood
    Ball State University
  2. aaa
    Matthew Stuve
    Ball State University

Abstract: A less-addressed dimension of diversity in education is that of neurodiversity, which seeks to recognize, encourage and support individuals with neurological differences in addition to specific accommodations for neurological disabilities. The overall goal of this workshop is for educators to reshape their pedagogy to support the neurodiverse population of students. This workshop seeks to develop knowledge, skills and dispositions that can be aligned to various professional, academic, and institutional frameworks for meeting the needs of students with neurological differences and disabilities. This workshop is designed for instructors who teach at the college level or for college staff who work with undergraduates in other capacities. Students in face-to-face and online courses can be served by what educators can learn from this workshop. Outcomes will be revised syllabi, practice with foundational skills and techniques, and a broader set of tools that educators can bring to their instruction. Practices include: Implementation of UDL strategies for representation, engagement, and action; alternative assessments; increased discourse opportunities; use of online tools and techniques as alternative texts; and student dashboards.


1) Knowledge: Attendees will understand… a) The dimensions of neurodiversity. b) The legal and clinical parameters of service and intervention to neurodiverse students. c) Their organizational capacities for determining and facilitating accommodations. d) The essential pedagogies and learning frameworks that can be utilized to support neurodiverse students. e) The transition period of undergraduate students from parental advocacy to self-advocacy. 2) Skills: Attendees will be able to… a) Develop a foundation of a pedagogical practices for inclusion that harness UDL and augmented/alternative literacies and tools. b) Develop engagement techniques that facilitate student self-advocacy for instructional accommodations. c) Write a diversity statement for their courses that reflects ND and resonates with other statements of diversity. 3) Dispositions: Attendees will develop their… a) Ability to consider and respond to aspects of neurodiverse populations b) Professional commitment to serving neurodiverse populations c) Capacity for the process of continued reflection and evaluation of their own teaching practices d) Proficiency in successful rapport with neurodivergent students

Topical Outline

1) Introduction to Neurodiversity a) Types of neurodivergence b) Medical versus social models of disability - Activity: Inventory of course accommodations experience 2) Connection to Educational Psychology, School Psychology, and Special Education a) Twice-exceptionality b) UDL: Universal design for learning c) Mayer’s principles of multimedia learning - Activity: Inventory of modality types in courses 3) Law and Policy a) Least-restrictive environments b) From mainstreaming to full inclusion c) Clinical diagnoses and disclosure d) Non-clinical guidelines 4) Institutional Disability Services a) Disclosure process b) Typical accommodations 5) A transition of advocacy: The undergraduate neurodivergent student a) Loss of parent advocate b) The “challenge” of accommodation letters - Activity: Reflection of educators 6) Rethinking the Pedagogical Schema a) Incorporating neurodiversity in the classroom b) Creating windows of self-advocacy c) Anticipating the unwritten accommodation - Activity: Syllabus redesign 7) Adapting the Pedagogical Schema a) Application of UDL and multimedia principles b) Successful feedback and rapport c) Contrasting in-person and online teaching for neurodiverse populations - Activity: Creating student dashboards - Alternative literacies/texts - Increasing discourse opportunities: After class and broadened and virtual office hours


No experience in teaching or course design is required. However, a professional or institutional goal to fully realize the learning potentials of each student is required. A general knowledge of your institution’s current services and policies for inclusion and accommodation of students with disabilities is helpful.

Experience Level



The first author is a doctoral student in Educational Psychology. The first author also holds her master’s degree in quantitative psychology. Relevant coursework includes neuropsychology, disabilities in secondary-education, and accommodations for post-secondary students. In addition, the first author is 2019 graduate of the Partners in Policymaking Academy sponsored by the Indiana Governor’s Council for People with Disabilities. The first author’s primary research interests are focused upon teaching and learning online in higher education. The second presenter is an associate professor of educational psychology specializing in instructional design, online learning, psychometrics (assessment) and design/computational thinking. For over 20 years, the second author has taught primarily on-campus, undergraduate, teacher education courses but also teaches online and has developed online courses, online degree programs, and online curriculum for K-12 schools. The second author has directed technology outreach initiatives for K-12 schools, specializing in technology pedagogy, Understanding by Design, and assessment. The second presenter also has a design degree, specializing in software UI/UX and has designed software for learning and assessment management.
No presider for this session.


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