Presenters: Marcella Pizzo, Ph.D., LMHC, Adelphi University and Nicholas Giampetruzzi, LMHC, NCC, Kingsborough Community College

There is an ongoing debate among scholars about the best pedagogical practices for neurodiverse college students (Gobbo et al., 2019; Griffiths, 2020; Shmulsky et al., 2022). Further, pedagogical interventions are part of a broader conceptualization of creating inclusive spaces for neurodiverse college students (Brandsen et al., 2024; Dwyer et al., 2024; Wilson & Dallman, 2024). Neurodiverse students in higher education face various challenges that can impact their mental health and academic performance (Clouder et al., 2020; Gillespie-Lynch, 2017). Universal Design for Learning (UDL) is an effective approach to pedagogy (Capp, 2017; Edyburn, 2005). We present the use of a (UDL) approach guided by differentiated instruction tools (Birnie, 2017) to address the needs of diverse learners. We will discuss using scaffolded journal prompts within the context of the course lectures to successfully enhance critical thinking and reflective practices. This employs a strengths-based approach to learning as students can choose to explore a topic or prompt that resonates with them. Similarly, we present an incentive (green ribbon – extra credit assignment) for students to promote interpersonal skills, build connections and address mental health stigma. This presentation seeks to engage participants in a critical discussion about ways to support the needs of neurodiverse students. Similarly, the presenters will share best practices to develop inclusive activities that will add to the promotion of positive outcomes for the equity of neurodiverse students.