Neurodiversity and the Inclusive Classroom

This course introduces participants to the concept of neurodiversity as a natural and valuable dimension of human variation. Rather than viewing neurological differences as deficits to be fixed, this course challenges participants to design classrooms that honour cognitive diversity and create space for multiple ways of thinking, learning, and being. Participants will learn how to shift language, practice, and mindsets to affirm neurodivergent students—including those with autism, ADHD, Tourette’s, and other cognitive differences—and build learning environments that are flexible, respectful, and strengths-based.

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Executive Function, Cognitive Load, and Learning Design

This course explores how executive function and cognitive load impact student learning and behaviour. Participants will deepen their understanding of how students manage attention, working memory, task initiation, and self-regulation, and how these skills are shaped by both biology and environment. Using principles of Universal Design for Learning (UDL), participants will learn to design lessons that reduce cognitive overload, support planning and organization, and build in flexibility to meet diverse learner needs.

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Supporting Attention and Motivation in Inclusive Classrooms

This course examines the underlying factors that shape student attention and motivation, moving beyond compliance to understand learner engagement as dynamic, relational, and contextual. Participants will explore how neurological differences, trauma, classroom environment, and cultural relevance affect a student’s ability to focus and stay motivated. The course equips educators with inclusive, neuro-affirming strategies to co-create classroom cultures that support sustained attention, intrinsic motivation, and purposeful learning for all.

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Reducing Barriers Through Assistive and Inclusive Technology

This course introduces educators to the principles and practices of using assistive and inclusive technology to reduce barriers and increase participation for all learners. Participants will explore how technology can support communication, organization, expression, and access to curriculum in both individualized and universally designed ways. Emphasis is placed on student-centered selection, ethical implementation, and the importance of embedding technology use within meaningful, inclusive learning experiences.

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Visual Supports: Tools for Communication, Independence, and Belonging

This course equips educators to use visual supports as powerful tools for enhancing understanding, independence, communication, and emotional regulation. Grounded in the belief that all students benefit from visual clarity and structure, this course explores a range of strategies—from visual schedules and cues to social narratives and symbol-based communication. Participants will learn how to design and implement visual supports that promote access and inclusion without stigmatization.

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Scaffolds That Include: Designing and Delivering Inclusive Supports

This course focuses on the design and delivery of instructional scaffolds that uphold student dignity, agency, and full participation. Rather than modifying expectations prematurely, participants will learn to create layered supports that build toward independence while preserving the integrity of learning tasks. The course emphasizes practical scaffolding strategies across subject areas, developmental stages, and cognitive profiles, ensuring that every student can access rigorous, meaningful learning.

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Supporting Students with Cognitive and Complex Disabilities

​This course equips educators to design inclusive learning environments that honour the dignity, strengths, and diverse ways of knowing of students with cognitive and complex disabilities. Participants will examine barriers in curriculum, assessment, and pedagogy that often exclude these learners and explore approaches that affirm competence, foster relationships, and build meaningful participation. Emphasis is placed on authentic inclusion, not as a place or program, but as a philosophy of belonging for every student.

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Curriculum Planning and Meaningful Modifications

​This course provides practical guidance for designing curriculum pathways that ensure students with significant disabilities are full participants in inclusive classrooms. It challenges deficit-based approaches to modifications and instead promotes thoughtful, dignity-centered planning that maintains intellectual and relational richness. Participants will explore how to align learning goals, instructional strategies, and assessment with each student's strengths, interests, and support needs—ensuring every learner is working toward growth within a shared community.

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From Life Skills to Life-Giving Learning: Rethinking Educational Goals

​This course challenges traditional "life skills" programming and invites educators to reimagine learning goals that reflect the full humanity, potential, and dignity of students with disabilities. Rather than limiting experiences to self-care or functional tasks, participants will explore how inclusive classrooms can cultivate joy, curiosity, relationships, agency, and a sense of purpose. The course draws from inclusive theology, human rights principles, and the voices of individuals with disabilities to promote life-giving educational design that embraces diversity as a gift.

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Supporting Students with Complex Communication Needs

​This course explores inclusive strategies for supporting students who communicate in ways other than typical spoken language. Participants will gain practical tools for understanding, honouring, and expanding all forms of communication—including gesture, AAC (augmentative and alternative communication), body language, and partner-assisted strategies. Emphasis is placed on creating communication-rich environments that support relationship-building, academic engagement, autonomy, and agency.

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Inclusion of Deaf and Hard of Hearing Students

​This course equips educators to create inclusive environments where Deaf and hard of hearing (DHH) students are full participants in both academic and social life. Participants will examine how language access, cultural identity, and communication choices intersect with inclusive design. Strategies will focus on maximizing access to instruction, promoting peer connection, and collaborating with families and specialists to support student agency and participation.

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Inclusive Practices for Students Who Are Blind or Visually Impaired

​This course supports educators in designing inclusive learning environments that remove barriers and promote full participation for students who are blind or visually impaired (BVI). Participants will explore principles of orientation and mobility, tactile and auditory learning, and accessible classroom practices. Emphasis is placed on supporting independence, social connection, and equitable access to the curriculum in ways that honour each student’s strengths and needs.

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Understanding and Supporting Learning Disabilities

​This course deepens participants’ understanding of learning disabilities (LDs) as lifelong neurological differences that impact specific areas such as reading, writing, math, or organization. Rather than approaching LDs as deficits, this course explores neurodiverse ways of learning and emphasizes the importance of removing systemic barriers, affirming student identity, and designing instruction that supports growth and confidence. Participants will learn to use assessment data meaningfully, apply targeted instructional strategies, and create environments where students with LDs are seen, heard, and supported.