0328 - FPL: Building Bridges: Creating an Inclusive Classroom Environment for Neurodiverse Students

• 1 Contact Hour per Session
• Faculty Success Framework Alignment: Integrating Diversity, Equity, and Inclusion in the Classroom & Implementing Learner-Centered Teaching Practices

Presenter: Fonda Ginsburg, English Adjunct Faculty

Description:

In our diverse classrooms, we play a crucial role in creating an atmosphere where every student can thrive, regardless of their neurodiversity. Sometimes a student does not inform us of their neurodiversity, and we are left wondering why one student is not taking notes, another student never makes eye contact, and another said something that sounded potentially disrespectful. Participants will discuss their classroom experiences while learning new ideas for understanding and working with neurodiverse learners. Then we will discuss proactive and positive behavioral management strategies that can support self-regulation and social well-being. After this workshop, participants will understand certain behaviors, learn to recognize a student’s needs, and increase their knowledge of behavioral interventions.

Building Bridges, Part 7: Transparency in Learning and Teaching (TILT) for Neurodiverse Learners (Part 1- Informational)

• 1 Contact Hour per Session
• Faculty Success Framework Alignment: Integrating Diversity, Equity, and Inclusion in the Classroom & Implementing Learner-Centered Teaching Practices

Presenter: Fonda Ginsburg, English Adjunct Faculty

Description:

• 1 Contact Hour per Session
• Faculty Success Framework Alignment: Integrating Diversity, Equity, and Inclusion in the Classroom & Implementing Learner-Centered Teaching Practices

Presenter: Fonda Ginsburg, English Adjunct Faculty

Description:

What is a TILT assignment and why is it essential to the success of neurodiverse learners? This simple restructuring of assignments is an evidence-based practice that focuses on creating clear expectations, learning objectives, and assessments. Why TILT? Most neurodiverse learners struggle to understand the purpose of an activity or an assignment unless it is directly stated. Neurodiverse students need to visualize the assignment, our expectations, and our criteria for success. While providing sample assignments as a model for most students, this strategy does not fully encompass the mindset of neurodiverse learners. In this workshop, participants will receive practical insights into adapting TILT for diverse learning styles, promoting engagement, and enabling academic success for neurodiverse learners.

• 1 Contact Hour per Session
• Faculty Success Framework Alignment: Integrating Diversity, Equity, and Inclusion in the Classroom & Implementing Learner-Centered Teaching Practices

Presenter: Fonda Ginsburg, English Adjunct Faculty

Description:

This workshop is designed to provide participants with foundational knowledge and practical strategies for effectively working with students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Participants will receive a comprehensive overview of ADHD, covering its key characteristics, common challenges faced by ADHD college students, and the impact of ADHD on academic and social aspects of their college experience including how ADHD may affect academic performance, executive functioning, and social interactions. Learn evidence-based practices to assist ADHD students to succeed in your classroom and find out about the various campus resources that are available to ADHD learners.

• 1 Contact Hour per Session
• Faculty Success Framework Alignment: Integrating Diversity, Equity, and Inclusion in the Classroom & Implementing Learner-Centered Teaching Practices

Presenter: Fonda Ginsburg, English Adjunct Faculty

Description:

As a follow-up to the previous workshop on TILT assignments for neurodiverse learners, this hands-on session allows participants to actively apply TILT concepts by transforming one of their existing assignments to a TILT assignment. Each participant will share their new version of the assignment to create a meaningful discussion on what they have learned from this experience, and the potential benefits for neurodiverse learners while emphasizing how these adjustments can enhance student engagement and support diverse learning needs.

• 1 Contact Hour per Session
• Faculty Success Framework Alignment: Integrating Diversity, Equity, and Inclusion in the Classroom & Implementing Learner-Centered Teaching Practices

Presenter: Fonda Ginsburg, English Adjunct Faculty

Description:

Building upon the foundational knowledge from our previous workshops, this follow-up session is a collaborative dive into effective teaching strategies and interventions for neurodiverse learners. This interactive workshop is a platform to share your experiences, challenges, and successes. Participants will engage in reflective discussions and collaborative activities centered around the implementation of inclusive teaching practices. We will conclude by reflecting upon the importance of continuous and inclusive teaching strategies for neurodiverse learners.

Note: Prior attendance in one or more of the previous workshops on neurodiversity is recommended, but not mandatory.