Universal design for learning for neurodivergent students: journey towards inclusive education

This paper presents a reflective pedagogical narrative examining the hidden barriers neurodivergent students face in higher education, specifically within the context of collaborative group assignments. Initiated by a classroom case study in a management course (MGT269) where a student with Attention Deficit/Hyperactivity Disorder (ADHD) struggled with group dynamics endangering a major component of his academic grade the author connects professional instructional oversights with personal, lived experiences raising a child with autism and ADHD. The analysis explores how traditional, unstructured group work inadvertently penalizes neurodivergent learners due to mismatches in social cue processing, communication barriers, invisible peer dynamics, and difficulties in asserting boundaries or managing task ambiguity. To dismantle these systemic inequities, the study advocates for the implementation of Universal Design for Learning (UDL) frameworks. By restructuring collaborative tasks to be explicit, flexible, and inclusive, higher education institutions can transition from rigid instructional models toward welcoming environments that protect both the academic performance and emotional well-being of neurodivergent students.