Neurodiversity in the Classroom

Australian sociologist coined the term neurodiversity to shift the focus in language about difference in thinking, learning, and behavior away from notions of deficits, disorders, disabilities, and impairments.  The growing field of neurodiversity asserts that each brain is wired differently, and those differences have a direct impact on each individual’s optimal pathway for thinking and learning. In this unit, participants will learn evidence-based instructional approaches for centering neurological diversity in the classroom to support the thriving of students with learning disability labels, as well as those with neurotypical development. More specifically, Autism, Attention Deficit Hyperactivity Disorder (ADHD), and Dyslexia will be discussed.

After completing this course, you will be able to:

1. Identify the importance of language and the concept of neurodiversity.
2. Differentiate among some frequently identified neurodiverse types in education: Autism, ADHD, Dyslexia.
3. Design classroom and teaching approaches to support neurodiversity in students.
4. Create lesson plans that reflect UDL core principles.

The course is offered via a blended synchronous and asynchronous delivery mode comprising four modules. The course begins with asynchronous work that includes assigned readings, videos, discussion boards, and quizzes.  Throughout the course there are four synchronous Zoom sessions on Wednesday evenings from 6:00 – 7:30p.m. Participants are expected to complete all asynchronous assignments, and actively participate in the four interactive Zoom sessions.