Instructors and students alike teach and learn under conditions of substantial stress, isolation and precarity, even as we work in learning environments that are often structured by the assumption that learners are able-bodied, neurotypical, and without mental health challenges. In this single session workshop, we will engage with practical tips, approaches, and pedagogical theories for cultivating classrooms where students and instructors who experience mental health challenges, as well as disabled and neurodivergent students and instructors, can learn and flourish. We will explore how concepts like ableism and sanism allow us to analyze the accessibility of our classrooms, experiment with redesigning course modules for accessibility and equity, and discuss how to improve accessibility through student feedback and continued iteration. Please contact Adam Viera (adam.viera@yale.edu) and Ben Pokross (benjamin.pokross@yale.edu) with any questions or accessibility needs. This ATW counts toward the Poorvu Center's Certificate of College Teaching Preparation (CCTP) requirement for a "topic engaging inclusivity or diversity."
