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EDU 570: Neurodiversity and Learner Variation

Course Description

This course will focus on identification, instructional planning, and evidence-based intervention strategies for neurodivergent learners across educational settings. Students will examine how learner variability is shaped by neurodevelopment, language, communication, curriculum design, environmental structures, school expectations, and access to instruction. The course introduces IDEA disability classifications and related legal frameworks while also inviting students to critically examine reductionist approaches to understanding student need, including interpretations based too narrowly on disability category, isolated observable behavior, or single measures of performance. Other topics include: Universal Design for Learning, tiered intervention and prereferral supports, accommodations and modifications, language and communication access, assistive and instructional technology, progress monitoring, and collaborative planning with families and interdisciplinary teams. Students will analyze case studies, critique curriculum for barriers to access and participation, and design inclusive instructional responses that preserve rigor while expanding equitable learning opportunities. (3 credits)

Prerequisite

  • None

Student Learning Outcomes (SLOs)

Students who successfully complete this course will be able to:

  1. Analyze patterns of learner variability and neurodivergence, including disability-related characteristics, communication differences, and contextual influences, to inform equitable and responsive educational decision-making. [Standards: NAEYC PS&C 1 | CAEP R1.1 | InTASC 1]
  2. Interpret multiple forms of student data, including performance, communication, environmental, and contextual information, to identify barriers to access and inform responsible referral, intervention, and instructional planning decisions. [Standards: NAEYC PS&C 3, 4 | CAEP R1.1 | InTASC 6, 7]
  3. Design inclusive, culturally responsive, and developmentally appropriate curriculum and instruction that use Universal Design for Learning, accommodations, assistive technology, and evidence-based supports to improve access, engagement, and expression for diverse learners. [Standards: NAEYC PS&C 4, 6 | CAEP R1.1, R2.1 | InTASC 2, 7]
  4. Evaluate, design, and implement evidence-based instructional and supportive practices that promote student regulation, engagement, access, and well-being in inclusive educational settings. [Standards: NAEYC PS&C 5 | CAEP R1.1 | InTASC 3, 8]
  5. Collaborate effectively with families, educators, related service providers, and interdisciplinary teams to support shared responsibility, inclusive problem-solving, and coherent implementation of supports across settings. [Standards: NAEYC PS&C 2, 6 | CAEP R2.1 | InTASC 4, 10]
  6. Critically reflect on the ethical, legal, and professional responsibilities of educators related to neurodiversity, disability, inclusion, access, referral, and advocacy, demonstrating commitment to equity and continuous professional growth. [Standards: NAEYC PS&C 6 | CAEP R1.1 | InTASC 9]

Course Activities and Grading

AssignmentsWeight

Discussions (Weeks 1-8)

25%

Assignments (Weeks 1-7)

50%

Final Project (Week 8)

25%

Total

100%

Required Textbooks

(Available through Charter Oak State College's Book Bundle):

  • Kircher-Morris, E., & Morin, A. (2025). Neurodiversity-affirming schools: Transforming practices so all students feel accepted & supported (1st ed.). Free Spirit Publishing.

Course Schedule

Week

SLOs

Readings and Exercises

Assignments

1

1,6

Topics: Neurodivergence, Neuroscience, and Learner Variability

  • Read and Review:
    • Textbook - Introduction and Chapter 1
    • Brain Basics: Know Your Brain (National Institute of Neurological Disorders and Stroke, n.d)
    • Unraveling neurodiversity: Insights from neuroscientific
      perspectives (Goldberg,
      2023)
    • Week 1 Case Study
  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment: Initial Learner Analysis

2

1,2,6

Topics: Diagnoses, Disability Categories, and the Responsible Use of Labels

  • Read and Review:
    • Textbook -  Chapters 2 and 11
    • IDEA Purpose (U.S. Department of Education, n.d.)
    • IDEA Disability Categories and Definitions (U.S. Department of Education, n.d.)
    • Medical Diagnosis vs. Educational Eligibility for Special Services: Important Distinctions for Those with ASD (Children’s Hospital of Philadelphia, n.d.)
    • Disabilities: Eligibility Guidance and Forms (Connecticut State Department of Education, n.d.)
    • Week 2 Case Study
  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment: Labels, Classification, and Responsible Educational Interpretation

3

2,6

Topics: Educational Interpretation, Prereferral, and Multiple Sources of Data

  • Read and Review:
    • Textbook - Chapter 3
    • Chapter 5: The Special Education Process: How RTI and MTSS Support the Process (Wisconsin Technical Assistance Center, n.d.)
    • Responsiveness to Intervention and Learning Disabilities (National Joint Committee on Learning Disabilities, 2005)
    • Week 3 Case Study
  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment: Prereferral Decision-Making and Responsible Next Steps

4

2,3,6

Topics: Universal Design for Learning, Access, and Curriculum Barriers

  • Read and Review:
    • Textbook - Chapter 4
    • UDL and Differentiated Instruction (Novak Educational Consulting, n.d.)
    • Universal Design for Learning Guidelines 3.0 (CAST, 2024)
    • Accessible Educational Materials and Technologies (CAST, 2023)
    • Universal, But for Whom? Reconsidering the Promises and Pitfalls of UDL (Lomellini & Lowenthal, 2025)
  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment: Curriculum Barrier Analysis and UDL-Informed Redesign

5

2,3,4

Topics: Scaffolded Supports, Accommodations, Modifications, Assistive Technology, and Specially Designed Instruction

  • Read and Review:
    • Textbook - Chapters 5 & 10
    • Accommodations: Instructional and Testing Supports for Students with Disabilities (IRIS Center, n.d.)
    • Accessing the General Education Curriculum: Considerations for Students with Disabilities (n.d.)
    • 300.39 Special Education (IDEA, 2004)
    • 300.114 LRE Requirements (IDEA, 2004)
    • 300.42 Supplementary Aids and Services (IDEA, 2004)
    • Week 5 Case Study
  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment: Designing an Access Plan for a Real Learning Context

6

3,4,6

Topics: Evidence-Based, Science-Based, and Neurodiversity-Affirming Practices

  • Read and Review:
    • Small Changes to Make Your Classroom More Neurodiversity-Affirming (Cult of Pedagogy, n.d.)
    • Evidence-Based Practices for Autistic Students: Tips and Resources for Administrators and Educators (TRIAD, n.d.)
    • Week 6 Case Study
  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment: Evaluating Practice Beyond Surface-Level Effectiveness

7

2,5,6

Topics: Decision-Making, Collaboration, and Multiple Perspectives

  • Read and Review:
    • Textbook - Chapters 8 and 9
    • Parent Perspectives on Special Education Services: How Do Schools Implement Team Decisions? (Zagona et al., 2019)
    • Modeling: Use AAC to Teach AAC (Hartmann, n.d.)
    • IEP Team Collaboration and Data Collection Made Simple (The Intentional IEP, n.d.)
    • The Educational Imperative of INSPECT: A Trauma-Informed, Neurodivergent-Affirming Classroom Culture Framework (Palmer, 2025)
    • Week 7 Case Study
  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Assignment: General Education Participation Plan

8

2,3,5,6

Topics: Collaborative Planning, Ethical Decision-Making, and Inclusive Implementation

  • Read and Review:
    • Neurodiversity and Digital Inclusion: Creating the Conditions for Inclusive Education Through Universal Design for Learning (Harrison et al., 2024)
    • Professional Learning Videos (Rowan’s College of Education, n.d.)
  • Read assigned material
  • Review the lecture material
  • Participate in Discussion Board
  • Submit Final Project: Routine Access and Decision-Making Guide
  • Complete Course Evaluation

COSC Accessibility Statement

Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.

COSC Policies, Course Policies, Academic Support Services and Resources

Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.