Assess the ability to apply Universal Design for Learning (UDL) principles to adapt graduate‑level course materials for neurodiverse students: identify specific barriers in a given syllabus, lecture, reading, or assessment; propose concrete, multimodal adaptations (content representation, engagement, expression, scaffolding, executive‑function supports, assessment alternatives); justify each change with UDL rationale and evidence; explain how adaptations maintain rigor and measurable learning outcomes, and propose evaluation criteria.