More and more, executive functioning skills are being recognized as critical to the success of college students. Yet, these skills, which enable students to plan, initiate, focus, remember, organize, persist, problem-solve, and self-monitor, are often not explicitly taught. Neurodivergent students often experience difficulties with executive functioning, which can impact their ability to demonstrate knowledge and achieve their potential. Our speaker in this webinar, Dr. Lauren Kenworthy, is a developer of an evidence-based executive functioning curriculum for autistic youth – “Unstuck and On Target”. Their newest program is intended for autistic high schoolers and young adults up to 22 years old. This webinar provided a foundational understanding of executive functioning, introduced the Unstuck curriculum, and discussed specific strategies that instructors and student support staff can use in the college setting.

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• Unstuck and on Target – Supporting the Skills Behind Success: Executive Functioning Essentials for College Professionals

Hosted in collaboration with the California Association for Postsecondary Education and Disability (CAPED) ASD-ID interest group, this webinar centered the voices of autistic individuals and their lived experiences as students and professionals in higher education. Our diverse group of panelists represented colleges across California and reflected on their academic experiences, mental health, intersectionality, transitions to college and careers, and what they wish college professionals knew. Watch and gain insight into the barriers, supports, and institutional practices that meaningfully impact success and belonging. The webinar fostered a greater understanding of the autistic experience, as well as provided actionable strategies to foster more inclusive campus environments that better support autistic students and colleagues.

Expanding the principles of universal design beyond the college classroom and into the broader campus, this webinar envisioned how student services and college spaces can become even more accessible and inclusive. With a focus on college libraries as an exemplar, our speakers highlighted how they have rethought their library with neurodivergent students in mind. The speakers shared examples of their processes of undertaking changes, including gathering student input, navigating resistance, and obtaining funding, as well as the outcomes of various approaches. Watch to learn concrete ideas, including ones that can be implemented immediately or at low-cost, for redesigning spaces and supporting all students. The webinar also discussed common scenarios that may come up in the library and public campus spaces with neurodivergent students and best practices for responding that enhance student success.

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• Addressing Physical Space Needs of Neurodivergent Students
• Paging Through the Penn State Berks Sensory Story
• Neuroinclusion at Susquehanna University

Some college students with disabilities, including developmental disabilities such as autism or intellectual disability, receive or are eligible for federal disability benefits. This webinar was designed to give postsecondary education professionals the foundational knowledge to be able to best support students as they navigate these complex systems. Our speaker, Scarlett vonThenen of the California State Council on Developmental Disabilities, explained the different types of benefits and how they are typically calculated, and discussed work incentives and savings options that set students up for success. Attendees learned about resources through which students can learn more and get help. This webinar is a great resource for college professionals working in disability services, financial aid, career centers, workforce programs, and specialized programs for students with disabilities as many professionals in these roles may encounter conversations and concerns from their students (and their families) related to disability benefits.

When it comes to autism, invisible disabilities, and neurodiversity, the “what” of accommodations is often discussed with college instructors and professionals: policies, checklists, compliance. But the deeper questions sometimes remain: Why? How?In this webinar, Russell Lehman, International Disability Rights Advocate at the UCLA Tarjan Center, integrated his own lived experiences with data-driven information to foster insights and inspire change to go beyond surface-level awareness and instruction — delving into why accommodations matter for neurodivergent students, and how college educators can approach and accommodate with respect and care. Our speaker focused on five unconventional yet practical approaches to supporting neurodivergent college students through understanding and access. Watch to walk away with insights toward genuine connection and empowerment, built on storytelling, practical strategies, and honest dialogue.

Higher education professionals are reporting an increase in student conduct and behavioral intervention teams (BIT) referrals in recent years. While any student may be referred to and become involved in these processes, referrals for neurodivergent students sometimes require unique considerations and responses to reach a productive resolution. In this webinar, the UCLA Tarjan Center hosted DSPS and administrative professionals from Bakersfield College, Golden West College, and North Orange Continuing Education for an engaging and practical discussion focused on supporting neurodivergent college students through conduct and BIT processes. This session explored practices that promote equity, understanding, and meaningful outcomes, while upholding campus processes, safety, and community. Our speakers utilized specific case examples, inspired by real situations, to demonstrate these principles in practice.

College is about more than just classes – social connection and belonging also play a key role in whether students stay, succeed, and graduate. For neurodivergent students and students with disabilities, social clubs can be a lifeline: spaces where they feel seen, supported, and empowered to thrive. This webinar focused on how neurodiversity-focused social clubs serve as powerful tools for student well-being on campus. The UCLA Tarjan Center hosted faculty advisors and students themselves, with representatives from Saddleback College, Moreno Valley College, and California State University, San Bernardino. Each college shared real examples of student-led and staff-supported campus clubs and initiatives focused on neurodiversity, and participated in panel and audience Q&A focused on the impact these spaces have had and practical ideas for starting and sustaining these communities on campus.

In this webinar, the UCLA Tarjan Center hosted the Advance to Apprenticeship (A2A) team, an innovative program including partners at University of Rochester, Strong Center for Developmental Disabilities, Mohawk Valley Community College (MVCC), and the Manufacturers Association of Central New York (MACNY). The A2A program engages community college students with disabilities in a career technical education (CTE) program focused on manufacturing. Our speakers shared insights into how this partnership created opportunities for education, training, pre-apprenticeship, and apprenticeship for students with disabilities, including those with intellectual disability. The speakers shared how universal design for learning was incorporated into the model, strategies for coordinating resources and wrap around support for students, and actionable ideas for engaging with business partners.

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• The Power of Partnerships inCareer Technical Education
• Manufacturing Resources and Links for California

In this webinar, the UCLA Tarjan Center hosted Dr. Jeanine Coleman, an Associate Professor in the Education Division at Regis University and the Director of the GLOBAL Inclusive Program – an inclusive higher education program for students with intellectual disabilities. Drawing upon her experience as a professor teaching inclusive college level classes with students with and without disabilities, Dr. Coleman shared universal design for learning strategies and tools she uses regularly in the classroom. She discussed concrete and practical examples related to syllabus development, class structure, managing behavior, setting clear expectations, and diverse methods of engagement. Beyond the classroom, Dr. Coleman also provided insights into how her program works to create an authentic college experience for students with intellectual disability, complete with campus involvement, social connection, exploration and taking risks, and learning.

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• Increasing Inclusion for College Students with Intellectual Disability
• THE COLLEGE SURVIVAL HANDBOOK FOR STUDENTS WITH INTELLECTUAL DISABILITIES

In this webinar, our very own Dr. Christine Moody provided an overview of neurodiversity and insights into strategies founded in universal design for learning. She covered a foundational knowledge of neurodivergent populations, with a particular focus on autism, including common features, strengths, and challenges in college. Concrete strategies and considerations for teaching neurodivergent students were shared, with particular attention to creating neuroinclusive classrooms. The webinar also included a few case examples to apply the concepts presented toward navigating common situations that faculty and instructors may encounter while teaching neurodivergent students.