Course and assessment design can carry assumptions about how students process information, manage their time, and demonstrate what they know. When these assumptions go unexamined, it can unintentionally create barriers for neurodivergent learners. Grounded in Universal Design for Learning (UDL) principles, this workshop offer strategies for proactively designing courses and assessments to reduce barriers neurodivergent students may experience.

Learning Outcomes:

By the end of this session, participants will be able to:

• identify common assumptions embedded in course and assessment design that can create unintended barriers for neurodivergent learners.
• describe pedagogical strategies that offer students flexible ways to engage, access material, and demonstrate their learning.
• begin to evaluate their own teaching and assessment practices to recognize opportunities for more inclusive design choices

Open to University of Guelph, University of Guelph-Humber, and Ridgetown faculty, instructors, staff, postdoctoral fellows, graduate students, and teaching assistants who support teaching and learning. If you have a @guelphhumber.ca email address and are unable to register, please contact the Office of Teaching and Learning (otl@uoguelph.ca) with the name of the program you would like to register for, and we will complete the registration on your behalf.