Designing for Neurodiversity in LINC Classrooms

This workshop focuses on Universal Design for Learning, neurodiversity, and metacognitive strategy training in adult LINC classrooms. While related approaches such as multisensory engagement, translanguaging, and guided technology are explored in depth in a companion session, this workshop centers on proactive instructional design and learner self regulation, highlighting how UDL and metacognitive practices can support learners who may experience reading, writing, attention, or processing challenges. Participants are introduced to UDL as a design framework that anticipates learner variability from the outset. The session begins by examining observable indicators of possible learning differences and discussing how intentional planning can reduce barriers before they affect participation or progress. Translanguaging and multisensory strategies are briefly revisited as supporting methods within this broader framework. The workshop then moves from theory to practice through clear classroom guidelines organized across two stages. Stage 1 focuses on building comprehension and confidence using multimodal input, guided translation, and structured word finding. Stage 2 emphasizes language expansion and production through reflective feedback, task based speaking and writing, and metacognitive self monitoring. Examples are aligned with receptive and productive skills and demonstrate how these strategies can be embedded into community based modules such as Health and Safety or Civic Engagement while maintaining alignment with PBLA competencies. By integrating UDL with metacognitive practices across both stages, participants explore ways to enhance accessibility, learning efficiency, and effective use of teaching time. Attention is also given to supporting learner autonomy through goal setting, reflection, and strategy awareness. By the end of the workshop, participants will be able to apply UDL principles proactively, incorporate metacognitive strategies into LINC tasks, and use supportive techniques such as translanguaging to strengthen engagement. The final 15 minutes are dedicated to facilitated discussion, allowing participants to share experiences and co create practical adaptations for their own LINC contexts.