Teaching developmental neurobiology with inclusion and valuing of neurodivergent learners

Developmental biology is one of the fundamental sciences for understanding the basics of life and often intersects with social justice challenges facing society. This article describes an inclusive teaching activity for students and instructors to explore the interface between developmental biology, genetic diversity, and social justice. The instructor and students will choose a recent publication and use it as the basis for exploring the roles of specific genes characterized in autism from educational, emulative, and ethical perspectives. The assignment for students will include a discussion and demonstration of developmental neurobiology and principles of gene function within the nervous system, as well as ethical considerations for how individuals, as well as society as a whole, should consider genetic variations. Two frameworks are introduced for instructors to create an inclusive learning environment, including universal design for learning and multipartiality. Resources and examples are given throughout the article for instructors to use, and a suggested rubric is also provided. A post-activity self-reflection performed by the students will facilitate their own assessment of how the teaching activity has impacted their philosophical and social perspectives on genetic diversity. The short-term goal of the activity is to promote an immediate appreciation of neurodiversity among the participating students, and the long-term goal is to demonstrate the importance of neurodiversity for developing a just society.