Today’s classrooms are more variable than ever, including students with ADHD and executive functioning differences. This session explores how to proactively design learning environments that anticipate variability rather than react to it.
Participants will examine the intersection of universal design, executive functioning, and regulation, and leave with practical strategies to support attention, initiation, persistence, and self-monitoring—without creating separate systems. Focus is on actionable classroom moves that support all learners.
2 PDPs | 0.2 IACET CEUs | 2 Contact Hours |
