Test ability to apply Universal Design for Learning (UDL) principles to adapt graduate-level course materials for neurodiverse university students by identifying access barriers, proposing specific, evidence-based adaptations across representation, engagement, and expression, aligning changes with learning outcomes, designing inclusive assessments and supports (e.g., scaffolds, flexible formats, assistive technologies, timing adjustments), and outlining a plan to evaluate the effectiveness and feasibility of those adaptations within a university context.