Instructional Practices

This page includes information and resources about neuroinclusive instructional practices. In addition to sharing particular ideas, the page also includes references and links for further learning. 

Consider consulting your college or university’s Teaching & Learning Center or instructional support department, as they may have additional resources or institution-specific resources for universal design for learning (UDL), inclusive pedagogy, or support for neuroinclusive instruction.

Creating Neurodiversity-Friendly Learning Environments

This section includes recommendations on creating neuroinclusive classroom environments. Sources for this section include resources from K. Patricia Cross Academy through the University of Alabama, Institute for Teaching Innovation, and Inclusive Pedagogy at Rutgers University, and Harriet W. Sheridan Center for Teaching and Learning at Brown University. 

For complete references, please check out the bibliography at the end of this page.

Key instructional recommendations:

  • Build predictable structure in the class
  • Provide instructions in written and verbal formats 
  • Define roles and provide choice for groupwork
  • Use digitally accessible course materials
  • Welcome and facilitate any accommodations shared

Universal Design for Learning (UDL) for Neuroinclusive Instruction

Universal Design for Learning (UDL), is a framework for teaching and learning developed by the Center for Applied Social Technology (CAST) to support all learners and their varying processing, learning and thinking needs in the classroom. UDL principles can be applied to in-person and online instruction in a variety of ways, helping both instructors and students thrive in the classroom.

For more information, including specific recommendations on applying UDL in your instruction, check out the CAST UDL Guidelines webpage, the UDL on Campus web resources, including the Getting Started page and the Executive Functioning in Online Environments page, and the resources listed in the bibliography below. 

Recommendations for applying UDL in instruction:

  • Provide student choice where feasible across instructional activities and assessment practices
  • Provide different ways to access, view and engage with lesson or course content
  • Use multiple media methods when delivering content
  • Ensure classroom language and content is inclusive; address biases, distractions and threats
  • Connect prior knowledge to new learning when feasible to anchor instruction for students
  • Utilize digitally accessible materials and provide information to students about assistive technology use in your classroom

Particular considerations for online instruction:

  • Provide clear organizational structure in the online learning environment
  • Include opportunities for regular feedback and communication with the instructors and other students in the course
  • Use technology to support multiple means of participation and learning assessment

Incorporating Practices from Other Sections

Additional pages include:

Bibliography

Amicucci, A. N. (2024). Effective video instruction in online courses: Suggestions grounded in Universal Design for Learning [Blog].

CAST, Inc. (n.d.). The UDL Guidelines. The CAST UDL Guidelines.

CAST, Inc. (n.d.). Executive Functioning in Online Environments. UDL On Campus.

CAST, Inc. (n.d.). Getting Started. UDL On Campus.

Dwyer-Kuntz, T. (2022). Chapter 9: UDL in online learning – One size doesn’t fit all. In R. Kay and W. J. Hunter (Eds.), Thriving online: a guide for busy educators. Ontario Tech University.

Gutenson, L. D. (n.d.). Neurodivergent-friendly pedagogy: Strategies for accessible learning environments. CrossCurrents.

Harriet W. Sheridan Center for Teaching and Learning. (n.d.). Supporting neurodivergent students in the classroom.

Institute for Teaching, Innovation, & Inclusive Pedagogy. (n.d.). Teaching with neurodiversity in mind. Rutgers University-New Brunswick.

Taylor Institute For Teaching and Learning (n.d.). Lesson 5: UDL and neurodiversity. (n.d.). University of Calgary.