Assess ability to apply Universal Design for Learning (UDL) principles to redesign a single 50‑minute undergraduate lecture for neurodiverse students. Test takers should demonstrate creating clear learning objectives, selecting multiple means of representation, engagement, and action/expression, designing timed lesson flow and formative checkpoints, specifying low‑ and high‑tech supports and sensory/environmental adjustments, proposing accessible assessment alternatives, and justifying choices with UDL guidelines and inclusive pedagogy. Scope: one course session at the undergraduate level; emphasis on practical, evidence‑based strategies and alignment with learning outcomes.