Supporting Neurodivergent Students in Communication Sciences and Disorders: Best Practices Integrating UDL and TILT in Academic Courses

Authors

• Jacqueline A. Towson, University of Central FloridaFollow
• Nancy McIntyre, San Jose State UniversityFollow
• Alexis Cunha, University of Central FloridaFollow

Abstract

In this tutorial, we explore effective andragogical strategies to support neurodivergent students in higher education programs, specifically within academic course in the field of communication sciences and disorders (CSD). By integrating the evidence-based education practices of Universal Design for Learning (UDL) and the Transparency in Learning and Teaching (TILT) framework, faculty can create inclusive and supportive learning environments in academic courses to better support neurodivergent students in CSD programs. We discuss practical applications of these frameworks through two sample assignments, supported by recent research, and provide actionable recommendations for faculty in higher education. The goal of this tutorial is to provide practical guidance for applying UDL and TILT principles to assignment design and learning environments to support neurodivergent students and promote greater workforce diversity.

Recommended Citation

Towson, J. A., McIntyre, N., & Cunha, A. (2026). Supporting Neurodivergent Students in Communication Sciences and Disorders: Best Practices Integrating UDL and TILT in Academic Courses. Teaching and Learning in Communication Sciences & Disorders, 10(1). DOI: https://doi.org/10.61403/2689-6443.1441