Presented by: RGASC, UTM
In-person on Tuesday, February 10th, 2026, 1:00pm – 2:00pm in CDRS Small Breakout Room, MN3233 Online on Thursday, February 12th, 2026, 2:00pm – 3:00pm on Microsoft Teams
Large Language Models (LLMs) and other digital tools can be powerful allies and, paradoxically, additional barriers or sources of overwhelm for neurodiverse learners. While these technologies offer personalized support and enhanced accessibility for some, they can also increase cognitive load, fragment attention, produce and foster dependency, and amplify stress, potentially risking learners’ capacity and autonomy.
In this workshop, participants will explore strategies for the thoughtful design of student engagement with AI technologies to meet learning goals in ways that support diverse needs. The session will leverage Universal Design for Learning principles to offer approaches for neuroinclusive integration of AI, emphasizing clarity and transparency, learner variability, and fostering agency through meaningful choice.
Learning Outcomes:
· Critically evaluate the benefits and challenges of integrating Large Language Models (LLMs) and other AI tools for neurodiverse learners, including impacts on cognitive load, attention, and stress.
· Consider how Universal Design for Learning (UDL) principles can guide neuroinclusive integration of AI technologies in higher education.
· Analyze scenarios where AI use may either support or hinder learner agency and accessibility
· Apply strategies for designing AI-supported activities that:
Promote clarity and transparency
Account for learner variability
Foster meaningful choice and autonomy
Visit the RGASC website for details on how to register for both in-person and online options: