The 2025 ANPD Aspire Conference is an exciting opportunity for nursing professional development practitioners (NPDPs) to gather, learn, and grow. In today’s Aspire session preview, Laykin Forthun, BSN, RN, HNB-BC, PMH-BC, shares a sneak peek into her microlearning session “Empowering Inclusive Education: Supporting Neurodivergent Adults” taking place in Las Vegas.

Could you give a brief overview of your session’s topic and its value to Aspire attendees?

My session, “Empowering Inclusive Education: Supporting Neurodivergent Adults in the Classroom,” explores neurodivergence and how traditional bolt-on accommodations often rely on deficit-based thinking. As an alternative approach, I introduce Universal Design for Learning (UDL) and classroom compassion as frameworks that create an inclusive learning environment from the start.  Attendees will gain insight into neurodivergence, discuss the stigma surrounding it, and learn practical strategies for supporting diverse learning needs and improving outcomes for adult neurodivergent learners. This session aligns with ANPD’s ethical standards and Standard 9 – Respectful and Equitable Practice -  by equipping nursing professional development  (NPD) practitioners with valuable tools to ensure all learners can succeed.

How did you begin considering the learning needs of neurodivergent individuals in nursing?

As a neurodivergent nurse myself, I have experienced firsthand the struggles of navigating a learning environment that does not account for different cognitive styles. When I transitioned into clinical education, I noticed that many nursing educators lacked understanding of neurodivergence and felt unprepared to support neurodivergent learners. Conversations with colleagues and students struggling with unaccommodating learning environments motivated me to explore more inclusive and compassionate approaches like UDL.

What challenges have you experienced while implementing educational practices beneficial for neurodivergent individuals?

One of the most challenging aspects has been shifting the mindset of education from reactive, deficit-based thinking to a more proactive and inclusive approach that considers the perspective of the learner from the start. Many learning environments are built around expectations that don’t consider cognitive diversity, and changing this requires advocacy and education.

What do you think will surprise attendees most about your session?

Attendees may be surprised to learn what neurodivergence truly entails and to explore the stigma surrounding it. Hearing from an NPD practitioner who has firsthand experience will provide a valuable perspective on neurodivergence, highlighting how traditional accommodation approaches can sometimes unintentionally reinforce stigma.

What advice would you give to NPDPs looking to implement similar inclusive practices in their classrooms?

Start small—simple changes like providing written and verbal instructions, allowing different formats for assignments, or building in processing time can make a meaningful difference. Familiarize yourself with UDL principles and seek input from neurodivergent learners on what helps them succeed. Most importantly, teaching with genuine curiosity and compassion is an important step in establishing a psychologically safe environment for all learners.