Educators are encountering a growing wave of accommodation requests and diverse learner needs—often without the time, clarity, or confidence to respond effectively. Many faculty express uncertainty about fairness, feel overwhelmed by accommodation logistics, or perceive inclusive redesign as an unrealistic time investment. At the same time, enrollment of neurodiverse and non-traditional learners is higher than ever before.

Existing faculty-development resources on universal design are frequently extensive, hard to locate, and require a high level of independent study. This workshop offers a streamlined alternative: practical, ready-to-use tools that help instructors “sprinkle” inclusion into existing materials rather than overhaul entire courses.

Grounded in Universal Design for Learning (UDL), the Social Model of Disability, and Inclusive Pedagogy, this session integrates both evidence and lived faculty experience. Our survey of TBL practitioners revealed recurring barriers—time constraints, lack of resources, uncertainty about how to modify team activities, and misconceptions about equity. Complementary work on a pre-class individual readiness assurance test (iRAT) demonstrates that universal strategies can enhance engagement and perceived fairness for all students, not only those with accommodations. Together, these insights underscore an urgent need for pragmatic, faculty-centered approaches to inclusive design in education.