0–5 min | Welcome & Hook
Content: Introduce session theme, goals, and the importance of supporting neurodivergent learners beyond standard accommodations.
Engagement: Quick icebreaker poll: “What’s your biggest challenge when supporting neurodivergent students?”
5–15 min | Understanding Neurodivergence
Content: Brief overview of neurodivergence, including learning differences, cognitive styles, and common classroom challenges.
Engagement: Pair-share: participants discuss experiences and misconceptions they’ve encountered.
15–30 min | Practical Techniques Part 1: Engagement & Differentiation
Content: Present strategies for differentiation, scaffolding, and multimodal instruction tailored for neurodivergent learners.
Engagement: Small-group activity: participants select one strategy and adapt it for a lesson they teach.
30–45 min | Practical Techniques Part 2: Collaboration & Inclusion
Content: Explore techniques to foster collaboration, peer support, and inclusive classroom culture.
Engagement: Hands-on activity: participants create a mini action plan using a template to implement these strategies in their classrooms.
45–55 min | Reflection & Application
Content: Guide participants to connect strategies to their own teaching contexts and plan next steps.
Engagement: Individual reflection: “Which strategy will I implement first and how?” Pair-share discussion for feedback.
55–60 min | Closing & Takeaways
Content: Summarize key strategies, highlight resources, and reinforce inclusive practices.
Engagement: Quick round: each participant shares one concrete action they will apply tomorrow. Provide a visual takeaway slide or handout.
After this session, participants will be able to design an actionable set of strategies to support neurodivergent students in mainstream classrooms. They will leave with a practical classroom action plan outlining techniques for differentiation, engagement, collaboration, and inclusion that can be immediately applied to foster student agency and participation.
Armstrong, T. (2020). Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. ASCD.
Rose, D., & Dalton, B. (2020). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD.
Sousa, D. A., & Tomlinson, C. A. (2021). Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. Solution Tree Press.
Gordon, K., & Browne, K. W. (2023). Supporting Neurodiverse Learners in Mainstream Classrooms. Routledge.
Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. Jossey-Bass.
Hehir, T., & Schifter, L. (2015). How to Create Equitable and Inclusive Schools. Harvard Education Press.
Meyer, A., Rose, D., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
Kallick, B., & Zmuda, A. (2017). Students at the Center: Personalized Learning with Habits of Mind. ASCD.
CAST (2023). UDL Guidelines Online. https://udlguidelines.cast.org
Back
Trips and Tours