Our classrooms already reflect a wide range of cognitive styles and learning approaches. The question is not whether neurodiversity is present, but whether our curriculum is designed with it in mind.

Join faculty and staff for a virtual conversation focused on rethinking curriculum and instructional practice through the lens of neurodiversity.

Co-hosted by the Center for Teaching and Academic Innovation (CTAI) and the Center for Autism and Early Childhood Mental Health, this session explores research-informed, strengths-based approaches that recognize neurodiversity as a vital dimension of our academic community. Rather than approaching this work as compliance, we will engage it as a design conversation focused on curriculum and instructional practice.

As conversations about access, equity, and student success evolve nationally, curriculum design remains one of the most powerful levers we hold as educators, and this work calls us to move beyond accommodation alone toward curriculum by design that embeds clarity, flexibility, and thoughtful structure into our syllabi and assignments from the start.

Participants will explore how to:

• Design syllabi and assignments with transparency and predictability
• Build multimodal engagement into curriculum
• Sequence and scaffold complex work through intentional milestones and models

Faculty will leave with practical strategies ready for immediate integration into syllabi and instructional practice. Held via Zoom, we will reimagine how curriculum signals belonging and expands opportunity for every learner.

Questions? Please reach out at ctai@montclair.edu.
We look forward to advancing this work together.

Co-Sponsored by the Center for Autism and Early Childhood Mental Health and the Center for Teaching and Academic Innovation (CTAI)