Use of Universal Design for Learning to Support Neurodivergent Learners in STEM

Description

Talk delivered at University of York Department of Chemistry Symposium on Supporting Neuroinclusion in the Chemical Sciences


Abstract

With growing diversity in tertiary level STEM cohorts—including neurodivergent learners—educators face mounting challenges to design inclusive curricula and learning environments. Universal Design for Learning (UDL) offers a proactive learner-centred framework, embedding flexibility and choice into curriculum, pedagogy, and assessment from the outset.
In a recently co-authored review UDL was discussed as a way to meet predictable differences in cognition, sensory processing, and executive functioning associated with neurodivergence. The three UDL principles—multiple means of representation, engagement, and action & expression—align closely with neurodivergent needs through multimodal teaching, scaffolded supports and varied assessment formats. Concrete strategies include tactile and auditory materials, oracy based assessment options, scaffolded project deliverables, and diversified assessment. Inclusive STEM lab design—through adjustable infrastructure and alternative demonstration modes—is emphasised as empowering full participation rather than post hoc accommodation.
Complementing this theoretical foundation, teaching and learning case studies at Queen’s University Belfast report integrated UDL aligned features across multiple course stages. Innovations included context-based teaching, colour-coded worked examples to support multimodal understanding, “space agnostic” interaction via Padlet to reduce sensory overload, and frequent low stakes formative quizzes to scaffold self regulation and continuous feedback. These interventions formed part of my successful National Teaching Fellow 2025 application.
Furthermore, enhancements to student experiences in laboratories redesigned pre-labs, improved student preparedness, confidence, and engagement, while post-lab reflection prompts and variety in submission formats supported diverse learners—including neurodivergent students—in consolidating learning and self expression.
Integrating theoretical perspectives with empirical practice, my work illustrates UDL as both philosophy and pragmatic strategy. It demonstrates how UDL principles can transform lectures, labs, assessments, feedback, and learning spaces—increasing accessibility, motivation, and belonging for neurodivergent and all STEM learners.
Ultimately, thoughtfully implemented UDL can cultivate equitable STEM learning environments—enhancing retention, success, and educational justice for neurodivergent learners and the broader student population.

Period	10 Sept 2025
Held at	University of York, Department of Chemistry, United Kingdom
Degree of Recognition	National