Date/Time: October 31, 2025 | 2:15 – 3:15 pm

Room: 166-167

Audience: Architects, Engineers, Educators, Facility Personnel, Contractors / Suppliers / Manufacturers, Consultants

Call to Action:
Leave with the ability to recognize key interior design features and their impact on neurodivergent learners, make meaningful connections between design and the cognitive and emotional needs of students, and apply a practical framework to evaluate design decisions for their effectiveness in supporting all learners.

Abstract: Neurodivergent learners, including those with Autism, ADHD, and other cognitive differences, often face unique challenges in traditional learning environments. How can we empower teachers and designers to create thoughtful environments that no longer separate the two different learning populations? Excellent design is inherently inclusive. By learning to analyze interior design elements holistically, these elements elevate design for the entire student population. This collaborative session will equip participants with practical tools and strategies to analyze school interiors and identify design elements that either support or hinder neurodivergent students to encourage learning for the whole student body. Through case studies, hands-on activities, and evidence-based research attendees will learn how to create spaces that foster focus, comfort, and engagement for all learners. Connecting to the cognitive and emotional aspects of the brain we can design more inclusive interior environments.

Learning Objectives:

1. Recognition: Empower attendees to recognize interior design features color, materiality, acoustics, and lighting that significantly impact neurodivergent learners. This includes breaking down design vernacular and creating accessibility within design terminology.
2. Examine: Strengthen participants’ ability to assess how design choices can influence the cognitive and emotional aspects of learning for neurodivergent individuals.
3. Apply Analysis Tools: Utilize a provided framework to evaluate existing school spaces and determine their effectiveness in supporting neurodiversity.
4. Design Solutions: Develop actionable recommendations to modify or design spaces that better meet the needs of neurodivergent students, and ultimately, all learners.