Kohler’s Neuroinclusive Instructional Design Standards
Version 1.1
This work is copyrighted by Megan Kohler and may not be reused or reproduced without permission.
These are the main categories of the model, the full set of standards is only available in my Divergent Minds, Inspired Designs Workshop. Please contact me if you are interested in hosting this workshop at your institution.
Communications
Communications should set a positive tone for the learning environment and clearly articulate important details about course activities, participation, and grading (or completion) expectations.
Interactions (Connections)
All Interactions should facilitate authentic connections between learners and create a positive learning culture (both online and face-to-face) that is safe for all individuals to learn about, acquire knowledge of, and explore the subject matter.
Planning and Preparation (Logistics/Structure)
The experience and learning materials should be well-organized to ensure all course concepts are clearly communicated while providing opportunities for customization based on a learner’s needs and interests.
Instructional Support
Instructional strategies communicate the key concepts and establish connections between topics, incorporating the learner’s personal interests, and providing opportunities for the growth and development of the executive functions.
Evaluations
Activities, assignments, and all other graded elements provide alternate options for ND learner’s needs and preferences to allow them to effectively demonstrate mastery/acquisition of knowledge, skills, or abilities.
Technology
All software included in the learning experience should support the executive functions and reduce barriers to successful course completion.
Environment
While an instructor/facilitator may not be able to exert full control over the learning environment, they can be aware of the various elements and take some actions to address as many limiting factors as possible.
Additional Considerations
Learning Support (Independent Strategies)
An instructor/ facilitator may offer independent learning time in class, which can be supported by strategies that help build autonomy for ND learners and provide supportive measures as needed to help learners develop lifelong learning skills and increase their self-management.