Document Type
Presentation
Publication Date
11-13-2024
Abstract
This presentation introduces strategies grounded in Universal Design for Learning (UDL) and trauma-informed pedagogy to support neurodiverse learners. Topics included flexibility in participation, adapting content for multiple modes of engagement, and fostering student autonomy. The session emphasized that inclusive, reflective pedagogy promotes equity, connection, and a stronger sense of belonging in the classroom. Participants explored small yet meaningful changes that can transform the learning experience for all students, especially those with neurodivergent profiles.
Recommended Citation
Kapustka, Brian, "Inclusive Pedagogy: Teaching with Neurodiverse Learners in Mind" (2024). Faculty and Staff Scholarship. 3.
https://dc.cod.edu/languages_fac_staff/3