Description:

This professional development course is designed to empower educators in higher education with the knowledge and strategies needed to create inclusive and supportive learning environments for neurodiverse students. Participants will explore the concept of neurodiversity, challenge common myths, and gain practical insights into accommodating neurodiverse learners. The course will cover a wide range of topics, from legal obligations to specific pedagogy practices, fostering an understanding of neurodiversity's value in higher education. 

Stipend Points:

  125

Learning Objectives:

Upon completion of this course, participants will be able to:
Module 1: Introduction to Neurodiversity
        Define neurodiversity and explain its importance in higher education.
        Recognize common myths and misconceptions about neurodiversity.

Module 2: Myths and Misconceptions
            Identify Common Myths and Misconceptions: Recognize prevalent myths and misconceptions surrounding neurodivergent conditions, such as autism, ADHD, dyslexia, and others, in the context of higher education.
            Implement Inclusive Teaching Strategies: Apply evidence-based, inclusive teaching strategies that cater to the diverse learning needs of neurodivergent students, promoting equitable access to educational resources.

Module 3: Legal Framework and Accommodations
        Understand legal obligations in higher education for supporting neurodiverse students.
        List common accommodations and modifications for neurodiverse students.

Module 4: Transitioning to College
        Recognize the challenges neurodiverse students face during the transition to higher education.
        Explain the role of student support services.

Module 5: Tools and Resources for College
        Identify assistive technology and resources available for neurodiverse students.
        Understand the significance of stimuli reducers, fidgets, and executive functioning tools.

Module 6: Universal Design for Learning (UDL)
        Apply UDL principles to adapt course materials and assessments for neurodiverse students.
        Promote accessibility and inclusivity in teaching practices.

Module 7: Pedagogy for Neurodiverse Learners
        Implement explicit instruction techniques.
        Provide clear examples of exemplar and non-exemplar work.
        Encourage active learning and engagement among neurodiverse students.

Module 8: Individualized Support
        Identify individual needs of neurodiverse students.
        Establish one-on-one support and mentoring for neurodiverse students.
        Build positive and supportive relationships with neurodiverse students.

Meeting dates:

• 2/23 (Module 1 and 2) - In person
• 3/1 (Module 3) - In person
• 3/ 8 (Module 4 and 5) - Online
• 3/22 (Module 6) - Online
• 3/29 (Module 7)  - Online
• 4/5 (Module 8) - In person
• 4/12 (Deliverable) - In person

Meeting time:

11:00am - 12:00pm

Location:

TBD

Deliverable:

As a final deliverable, faculty will produce a comprehensive support project for a neurodivergent student based on a case study provided. This support project will be a tangible resource such as a report, presentation, or instructional plan that teachers can share with their colleagues. By showcasing their work, teachers will contribute to a broader conversation on supporting neurodivergent learners.

1. Select a case study about a neurodivergent student.
2. Select a major assignment or project in one of your courses, and purposefully design
3. Create a support project that supports this student while maintaining the learning objectives and academic rigor of the original assignment..
4. Write a brief explaining the modifications you made to the project and why.
5. Include the expected learning outcomes in your brief.
6. Share your project with the group.

Deliverable Submission Link
 

Registration:

You can register for this and other faculty-led cohorts here.

Presented by:

Dr. Renee Stovall

If you have any questions, please email ctl@actx.edu or call 371-5920.