Categorizing Interactive Digital Learning Tools to Support Neurodivergent Students in Engineering Education

Neurodivergent (ND) students face significant challenges in higher education due to traditional academic structures that often fail to accommodate their diverse cognitive, sensory, and executive functioning needs. To address these barriers, our study systematically categorizes digital tools that support neurodivergent students, aligning them with Universal Design for Learning (UDL) principles to enhance awareness and promote inclusive educational practices. The research categorizes digital tools based on their functionality, focusing on three UDL dimensions: (1) Multiple Means of Engagement, (2) Multiple Means of Representation, and (3) Multiple Means of Action and Expression. By structuring these tools according to UDL, we aim to provide educators, administrators, and students with a clear framework for integrating accessible technologies into teaching and learning environments. Key categories include: 1) Executive Function and Time Management Tools: (e.g., Goblin Tools, Tiimo) to assist ND students with task planning, organization, and routine-building, 2) Alternative Learning and Representation Tools: (e.g., NaturalReader, OpenDyslexic, Read&Write) that support text-to-speech conversion, alternative reading styles, and enhanced accessibility for dyslexic learners, 3) Social and Communication Support Tools: (e.g., Emergency Chat, SpeechStream) designed to help students with non-verbal communication, tone modulation, and emotional regulation. By categorizing and mapping these tools to UDL principles, our study aims to increase institutional awareness of the importance of technology-enhanced inclusivity in education. This structured approach provides a practical guide for educators and administrators to adopt digital tools that support ND students equitably, ensuring that learning environments are accessible, flexible, and responsive to diverse needs.