{"id":8817,"date":"2025-10-17T15:58:40","date_gmt":"2025-10-17T20:58:40","guid":{"rendered":"https:\/\/uwm.edu\/advancing-learning\/?p=8817"},"modified":"2025-10-17T15:59:08","modified_gmt":"2025-10-17T20:59:08","slug":"designing-for-neurodiversity","status":"publish","type":"post","link":"https:\/\/uwm.edu\/advancing-learning\/designing-for-neurodiversity\/","title":{"rendered":"Designing for Neurodiversity: A Faculty Guide to Supporting All Learners\u00a0"},"content":{"rendered":"\n<p>When faculty redesign syllabi, they are not only updating deadlines or swapping readings, they are designing their courses to better support students who experience the world differently. Neurodivergent students; i.e. those diagnosed with ADHD, autism, dyslexia, or any other cognitive variation; are not an exception in the classroom but are increasingly becoming the norm.&nbsp;&nbsp;<\/p>\n\n\n\n<p>Supporting neurodivergent students is not about lowering standards or offering special treatment. It\u2019s about creating learning environments that are flexible, predictable, and inclusive from the start, which often improves the experience for <em>all<\/em> students.&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-structure-is-support-nbsp\"><strong>Structure is Support<\/strong>&nbsp;<\/h2>\n\n\n\n<p>One of the most powerful tools faculty has is <strong>structure<\/strong>. Clear routines reduce cognitive load and anxiety. When students know what to expect, how to prepare, how assignments are weighted, when feedback will arrive, etc., they can focus on learning rather than decoding the hidden curriculum.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Use direct language in your syllabus: Instead of \u201cplease turn in,\u201d say \u201cdue by 4:30 PM on [date].\u201d\u00a0<\/li>\n\n\n\n<li>Put due dates at the top of assignments.\u00a0<\/li>\n\n\n\n<li>Share rubrics and the \u201cwhy\u201d behind tasks\u2014model your thinking and problem-solving process.\u00a0<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-flexible-course-design-nbsp\"><strong>Flexible Course Design<\/strong>&nbsp;<\/h2>\n\n\n\n<p>Neurodivergent students benefit from <strong>multiple ways to engage<\/strong> with material and demonstrate learning. Offering choices\u2014like a podcast or video essay instead of a paper\u2014allows students to play to their strengths.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Use videos, readings, and discussions to present content.\u00a0<\/li>\n\n\n\n<li>Allow alternative formats for assignments.\u00a0<\/li>\n\n\n\n<li>Avoid assuming students know what \u201cdone\u201d looks like\u2014show examples and clarify expectations.\u00a0<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-communication-amp-clarity-nbsp\"><strong>Communication &amp; Clarity<\/strong>&nbsp;<\/h2>\n\n\n\n<p>In the classroom, <strong>explicit communication<\/strong> is key. Say things out loud <em>and<\/em> write them down. Give advance notice of changes. Be open to questions without judgment. Being clear, direct, and explicit is the best way to be kind to all students.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>If a student shares a connection that seems out of place, ask: \u201cPlease walk me through how you made that connection.\u201d\u00a0<\/li>\n\n\n\n<li>Teach students how to share the floor in discussions\u2014don\u2019t assume they\u2019ll follow social cues.\u00a0<\/li>\n\n\n\n<li>Use the \u201cstep up, step back<strong>\u201d<\/strong> method and explain it in advance. \u00a0<\/li>\n\n\n\n<li>Tell students that during class discussions, you may ask someone to step back and invite others to step up that have not been speaking. \u00a0<\/li>\n\n\n\n<li>If you notice some students are dominating the discussion, talk to them privately outside of class, express your appreciation for their contributions, but ask them to \u2018step-back\u2019 more or encourage others to participate. Or discuss with a student after class if they are sharing a lot and others do not have a chance.\u00a0\u00a0<\/li>\n\n\n\n<li>Teach other students how to regulate their responses to avoid eye rolling or rumblings in response to other students.\u00a0<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-understanding-neurodivergence-nbsp\"><strong>Understanding Neurodivergence<\/strong>&nbsp;<\/h2>\n\n\n\n<p>Neurodivergence is shaped not just by individual traits, but by environments that define what it means to be a \u201cgood student.\u201d Unclear expectations, rigid norms, and lack of flexibility can turn differences into disabilities that hinder learning.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Don\u2019t assume students share the same communication styles or cultural norms. Explain how this class will operate and make the implicit explicit.\u00a0\u00a0<\/li>\n\n\n\n<li>Interpret student emails and behaviors by asking: <em>What are they saying?<\/em> Not just <em>how<\/em> they said it.\u00a0<\/li>\n\n\n\n<li>Avoid phrases like \u201cif you would just\u2026\u201d or \u201cstudents should\u2026\u201d, instead ask students to explain how they are thinking about and approaching a task or assignment.\u00a0\u00a0<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-practical-tips-for-inclusive-teaching-nbsp\"><strong>Practical Tips for Inclusive Teaching<\/strong>&nbsp;<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teach and model classroom routines\u2014don\u2019t assume students know how to participate.\u00a0<\/li>\n\n\n\n<li>Limit surprises\u2014alert students to changes in group work or class structure.\u00a0<\/li>\n\n\n\n<li>Use TILT (Transparency in Learning and Teaching) to make hidden expectations visible.\u00a0<\/li>\n\n\n\n<li>When engaging students in group work, make clear the structure, roles, and expectations. In unregulated group work there are opportunities for unspoken assumptions and hidden expectations. \u00a0<\/li>\n\n\n\n<li>Consider, in a work environment rarely are groups formed randomly. People are brought together because of the role they play, perspective they bring, and a clear charge and deliverable is provided along with resources to do the work. Class group work can mirror the structure and direction of group work in jobs.\u00a0\u00a0<\/li>\n<\/ul>\n\n\n\n<p>Faculty don\u2019t need to be experts in neurodiversity to make a difference. They just need to be curious, compassionate, and willing to ask: \u201cWhat would make this course more accessible for everyone?\u201d When we design with neurodivergent students in mind, we create better learning environments for all.&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>When faculty redesign syllabi, they are not only updating deadlines or swapping readings, they are designing their courses to better support students who experience the world differently. Neurodivergent students; i.e. those diagnosed with ADHD, autism, dyslexia, or any other cognitive &hellip;<\/p>\n","protected":false},"author":35315,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_tec_requires_first_save":true,"_EventAllDay":false,"_EventTimezone":"","_EventStartDate":"","_EventEndDate":"","_EventStartDateUTC":"","_EventEndDateUTC":"","_EventShowMap":false,"_EventShowMapLink":false,"_EventURL":"","_EventCost":"","_EventCostDescription":"","_EventCurrencySymbol":"","_EventCurrencyCode":"","_EventCurrencyPosition":"","_EventDateTimeSeparator":"","_EventTimeRangeSeparator":"","_EventOrganizerID":[],"_EventVenueID":[],"_OrganizerEmail":"","_OrganizerPhone":"","_OrganizerWebsite":"","_VenueAddress":"","_VenueCity":"","_VenueCountry":"","_VenueProvince":"","_VenueState":"","_VenueZip":"","_VenuePhone":"","_VenueURL":"","_VenueStateProvince":"","_VenueLat":"","_VenueLng":"","_VenueShowMap":false,"_VenueShowMapLink":false,"_tribe_blocks_recurrence_rules":"","_tribe_blocks_recurrence_description":"","_tribe_blocks_recurrence_exclusions":"","footnotes":"","uwm_wg_additional_authors":[]},"categories":[86,138,121,91,120,96,119,122,85,118,94],"tags":[],"class_list":["post-8817","post","type-post","status-publish","format-standard","hentry","category-accessibility","category-adjuncts","category-course-coordinators","category-course-design","category-department-chairs","category-udl","category-instructors","category-student-engagement","category-tl-resources","category-teaching-assistants","category-teaching-strategies"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v27.2 (Yoast SEO v27.2) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Center for Advancing Student Learning<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/uwm.edu\/advancing-learning\/designing-for-neurodiversity\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Designing for Neurodiversity: A Faculty Guide to Supporting All Learners\u00a0\" \/>\n<meta property=\"og:description\" content=\"When faculty redesign syllabi, they are not only updating deadlines or swapping readings, they are designing their courses to better support students who experience the world differently. 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