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Supporting Neurodivergent Students Certificate

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Description of and requirements to earn this certificate listed below

Spring 2026 Office/Consultation Hours

Need advice about a specific issue related to neurodiversity on campus? Consultation hours are designed to support faculty who want to learn more about how to be inclusive of neurodivergent students and address neurodiversity-related issues on campus. Faculty can receive personalized guidance on best practices for creating accessible learning environments and fostering a supportive atmosphere for all students. These consultations are available by appointment by emailing Sasha Zeedyk at szeedyk@fullerton.edu.

Spring 2026 Offerings

NeuroPREP
Facilitated by Sasha Zeedyk

Neurodiversity Prep, or NeuroPREP, is a faculty training program that offers information on neurodiversity, autism, and ADHD to faculty in higher education to understand the postsecondary experiences of neurodivergent students. NeuroPREP focuses on relevant knowledge, applied strategies, and accessible resources for improving postsecondary experiences and outcomes for these students. Further, NeuroPREP facilitates an understanding of best practices, campus supports, and higher education federal law so that faculty are equipped to support neurodivergent students in the classroom. Faculty with varying levels of teaching experience and experience working with neurodivergent students are welcome to participate! As a NeuroPREP participant, your involvement includes the completion of four self-paced online video modules and accompanying module worksheets (~2 hours to complete; this asynchronous course includes Parts 1 and 2 of the synchronous version)

Neurodiversity 101
Facilitated by Sasha Zeedyk

“Neurodiversity” is a term and movement that refers to diversity, or normal variation, of the human mind. There are many different definitions and interpretations of the term, as well as various diagnostic labels that are represented by it. This one-hour workshop will introduce participants to the terms and definitions commonly associated with “neurodiversity” and provide resources for diving further into the topic.

Accessibility Basics and Benefits
Facilitated by Sasha Zeedyk

Enhance your understanding of students with disabilities, relevant legislation, and accessibiltiy and instructional strategies in this asynchronous course. (approximately 2 hours)

Neurodiversity Conversations: Supports for Neurodivergent Faculty, Staff, and their Allies
Facilitated by Sasha Zeedyk

Wednesday, February 11, 2026 | 10:00am-11:00am (Zoom)

Neurodiversity Conversations: Supports for Neurodivergent Faculty, Staff, and their Allies offers an open, informal space for employees who identify as neurodivergent (as well as those who wish to support them) to connect, share experiences, and explore practical strategies for thriving in the workplace. This session will center on open-ended discussions and Q&A related to self-advocacy, workplace accessibility, navigating professional expectations, and fostering allyship across roles and departments. Whether you’re seeking community, looking for ways to better support colleagues, or hoping to deepen your understanding of neurodivergence in higher education, this conversation aims to cultivate insight, visibility, and meaningful support.

Neurodivergent Student Panel
Facilitated by Sasha Zeedyk

There is no better way to learn about a human experience than from those who are living it. Come listen to current and/or former neurodivergent CSUF students discuss their college experiences and ways in which their neurodivergence impacts them on campus.

Neurodiversity Conversations: Supporting Faculty in the Classroom
Facilitated by Sasha Zeedyk

Tuesday, March 17, 2026 | 11:00am-12:00pm (Zoom)

Neurodiversity Conversations: Supporting Faculty in the Classroom is a discussion-based session designed for faculty and staff interested in strengthening inclusive and accessible teaching practices. Participants will engage in open-ended conversations and Q&A around topics such as universal design for learning, neuroinclusive pedagogy, student self-advocacy, and strategies for fostering equitable learning environments. Whether you’re exploring new approaches to course design, navigating questions about classroom dynamics, or seeking concrete tools to support neurodivergent learners and yourself, this session aims to spark collaboration, reflection, and actionable ideas for more inclusive teaching.

Neurodiversity Conversations: Open Conversation
Facilitated by Sasha Zeedyk

Thursday, May 7, 2026 | 9:00am-10:00am (Zoom)

Neurodiversity Conversations: Open Conversation invites faculty and staff into an informal, participant-driven space to explore any neurodiversity-related questions, experiences, or topics of interest. This flexible session adapts to the needs and curiosities of those in the room, whether the focus is on allyship, accessibility, research practices, campus culture, or personal and professional experiences. With an emphasis on connection, shared learning, and supportive dialogue, this session offers an opportunity to deepen understanding and imagine together what a more inclusive and equitable academic community can look like.

Creating Accessible Documents
Facilitated by Michael Jamshidi

Learn how to make your course materials accessible to all learners! In this fully online, asynchronous Canvas workshop, you’ll explore the fundamentals of document accessibility and best practices for creating accessible Word, PowerPoint, and PDF files. The course also introduces UDOIT, a new accessibility tool in Canvas, with a focus on using its Files feature to identify and improve accessibility in your uploaded documents. By the end of the workshop, you’ll know how to design documents that meet accessibility standards and support an inclusive learning experience for every student.

By the end of this course, you should be able to:

Conduct Accessibility Remediation: Perform accessibility remediation in Microsoft Word, PowerPoint, and PDF documents.
Reference the Course Accessibility Report: Analyze and interpret the course accessibility report to identify areas for improvement.
Leverage UDOIT's Feedback Panel: Use UDOIT’s feedback panel to enhance the accessibility of your files in Canvas.
Utilize Accessibility Checkers in your Documents: Locate and use Microsoft and Adobe’s built-in accessibility checkers to ensure document compliance.

Universal Design for Learning (UDL) Principles (Asynchronous)

Discover the core principles of UDL (designing diverse means of representation, engagement, and
expression) to boost student success in this faculty-focused course. (approximately 4 hours)

UDOIT: Checking Accessibility in Your Canvas Course
Facilitated by Michael Jamshidi

Enhance the accessibility of your Canvas courses with UDOIT, a powerful tool designed to help you identify and fix accessibility issues. This brief, self-paced workshop guides faculty through using UDOIT to review course content, understand accessibility scores, and make improvements toward full compliance. Through step-by-step guides, video demonstrations, and best practices, you’ll learn how to use UDOIT effectively to ensure your courses meet university accessibility standards and provide an inclusive environment for learning.

By the end of this course, participants will be able to:

Explain the purpose of UDOIT and how it supports accessibility compliance in Canvas courses.
Run a full UDOIT scan and accurately interpret the results, including content categories, issue types, and file accessibility flags.
Evaluate UDOIT’s scoring system to determine what steps are needed to improve or achieve full accessibility in a Canvas course.
Resolve accessibility issues in Canvas content (Pages, Assignments, Discussions, Quizzes, Announcements) using UDOIT’s recommended fix options.
Improve accessibility of course files (Word, PDF, PowerPoint) using UDOIT guidance and built-in remediation tools.
Use UDOIT’s Auto-Tag PDF feature to generate accessible PDF documents from existing files.
Apply manual resolutions appropriately when issues require instructor judgment, explanation, or contextual clarification.
Demonstrate overall mastery of UDOIT functionality by successfully completing the comprehensive exam.

Workshop Schedule

Flyer for Spring Coming Soon

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Certificate Description and Requirements

Overview

The Supporting Neurodivergent Students Certificate Program provides participants with foundational knowledge of neurodiversity, including key concepts related to autism, ADHD, and the diverse strengths and challenges associated with neurodivergent learners. Through core modules in NeuroPREP and Universal Design for Learning (UDL) Principles, participants learn evidence-based practices and inclusive instructional strategies that support student success. Additional workshop options allow participants to deepen their understanding of accessibility, learn directly from neurodivergent students, and build practical skills for creating inclusive course materials. By the end of the program, participants are prepared to apply UDL principles, campus resources, and accessibility tools to foster more equitable and supportive postsecondary experiences for neurodivergent students.

Learning Objectives

Define neurodiversity, autism, and ADHD.
Identify the strengths and challenges associated with neurodiversity.
Discuss best practices and campus supports related to supporting neurodivergent students in the classroom.
Describe the core principles of Universal Design for Learning (UDL) for use in the college classroom.
Apply relevant knowledge, UDL strategies, and accessible resources towards improving postsecondary experiences and outcomes for neurodivergent students.

Requirements

Participants are required to complete the following: (1) NeuroPREP (~2 hours), (2) Universal Design for Learning (UDL) Principles (~4 hours), and (3) 3-4 additional hours from the following options:

Neurodiversity 101: “Neurodiversity” is a term and movement that refers to diversity, or normal variation, of the human mind. There are many different definitions and interpretations of the term, as well as various diagnostic labels that are represented by it. This one-hour workshop will introduce participants to the terms and definitions commonly associated with “neurodiversity” and provide resources for diving further into the topic. (1 hour)
Neurodivergent Student Panel: There is no better way to learn about a human experience than from those who are living it. Come listen to current and/or former neurodivergent CSUF students discuss their college experiences and ways in which their neurodivergence impacts(ed) them on campus. (1.5 hours)
Accessibility Basics and Benefits: Enhance your understanding of CSUF students’ disabilities, relevant legislation, instructional strategies, and campus resources in this faculty-focused course. (approximately 2 hours)
Creating Accessible Canvas Pages: Discover how to make your Canvas course content accessible and inclusive, using the built-in accessibility checker and expert tips for crafting effective alternative text for images. (approximately 2 hours)
Creating Accessible Documents: Explore how to create and fix accessible documents using Microsoft's and Adobe Acrobat’s Accessibility Checkers, as well as leverage Ally's accessibility report to identify and remediate issues effectively. (approximately 2-3 hours)
Creating Accessible Media: Learn how to create accessible media by captioning videos and ensuring your multimedia content meets accessibility standards. (approximately 2 hours)

Upon the completion of the 9-10 hours of training, participants will submit a 1-2-page reflection describing how they plan to incorporate strategies learned into their instruction.

Eligibility

Supporting Neurodivergent Students workshops, activities, and resources are open and available to all who are interested in applying and/or participating, regardless of race, sex, color, ethnicity, national origin, or any other protected status.

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