A significant percentage of autistic and neurodivergent individuals are minimally verbal or non-speaking, yet research shows comprehension and cognitive capacity are often underestimated due to motor and communication challenges. This session examines how digital-based academic education, grounded in a presume-competence framework, can expand access, equity, and belonging for neurodiverse spellers in higher education. Aligned with CUNY’s disability and inclusion frameworks, including Universal Design for Learning (UDL), access-centered pedagogy, and ADA principles, this presentation emphasizes proactive design rather than reactive accommodation. Drawing on research by Dr. Vikram Jaswal and others, the session highlights evidence that non-speaking autistic individuals demonstrate agency and intentional communication when provided appropriate supports, reinforcing the need to separate motor output from cognitive ability. Led by Manisha Lad, autism advocate and Executive Director of Akhil Autism Foundation, the session integrates research, case examples, and a real college pathway to demonstrate how digital tools operationalize inclusive academic access. Akhil Lad’s journey—from being labeled nonverbal with limited expectations to pursuing an Associate Science degree—illustrates how partial homeschooling, online coursework, and college-level academics can be made accessible through intentional digital design. Participants will explore key categories of digital academic tools that support neurodiverse spellers, including interactive digital whiteboards, gesture- and visual-based math platforms, structured online learning environments, and multimodal assessment tools. These technologies reduce motor demands, allow flexible pacing, and provide multiple means of representation and expression consistent with UDL principles. The session also addresses implementation within higher education systems, including collaboration among faculty, disability services, tutors, and caregivers; digital access to instructional materials; and assessments that allow students to demonstrate knowledge without reliance on speech. The impact includes increased rigor, independence, persistence, and neurodivergent joy. This presentation invites CUNY partners to move beyond compliance-based models toward inclusive, technology-enabled academic environments where neurodiverse spellers are presumed competent and supported to thrive.