Recent scholarship, including the work presented at the 2026 DT&L Conference, argues that instructional design must move beyond reactive accessibility (fixing a broken PDF) to proactive neuroinclusive pedagogy. This involves using the Neurodiverse Support Framework to empower learners with ADHD, autism, and dyslexia through agency-driven course structures.
For Discussion:
How can we design flexible pathways that allow students to choose how they demonstrate mastery without increasing faculty grading burdens?
