Attention-Deficit Hyperactivity Disorder (ADHD) is a common neurobiological diagnosis that, while commonly diagnosed in childhood, can persist into adulthood (Valdala et al., 2011). While prevalence rates are increasing in most regions globally, treatment protocols and the social consequences of diagnosis vary from region to region (World Population Review, 2024; Smith, 2017; Moffit & Melchior, 2007). For many individuals diagnosed with ADHD (and their families), stigmatization impacts treatment protocols, the interactions they have with their community and environment, and the individual’s sense of self, particularly when symptoms of ADHD impact their ability to interact successfully with their external environment (Mueller et al., 2012; Schoeman & Voges, 2022). For individuals diagnosed with ADHD, core symptoms of inattentiveness, hyperactivity, and/or impulsivity can make navigating the neurotypical workplace, school system, and tasks of daily living challenging (Loe et al., 2007). Research indicates that lagging executive functioning skills are routinely described as a defining feature of adult ADHD (Adler et al., 2017; Ustun et al., 2017) and can make the management of ADHD symptoms more challenging (Rodden, 2021; Silverstein et al., 2018). As an academic with ADHD, this is something I struggle with daily. Embracing an ontology anchored in critical disability theory, the social model of disability seeks to disrupt existing conceptions of disability by creating spaces adaptable to the needs of an individual (Fledzinskas, 2024). This model seeks to center human dignity in decision-making and aligns with the goals indicated in the United Nations Convention on the Rights of Persons with Disabilities (United Nations, 2006). The principles of Universal Design for Learning (UDL), a framework grounded in modern understandings of neuroscience, remove social and environmentally imposed barriers, making UDL an example of the social model of disability in action (Center for Applied Specialized Technology, 2024; Universal Design Network of Canada, 2024; Mosen, 2022).  By removing socially and environmentally imposed barriers, the principles of UDL guide the creation of accessible, inclusive, equitable, and challenging environments for all (Center for Applied Special Technology, 2024). This session uses a UDL framework to present numerous assistive technology tools that can support executive functioning skills in persons diagnosed with ADHD. By reducing the barriers to participation in an individual’s home, school, professional, and social environments, opportunities for flourishing emerge (Mosen, 2022). Through a neuro-affirmative approach, the structures of UDL demonstrate how (a) sustained attention, (b) organization, planning, and prioritizing, (c) self-monitoring, and (d) emotional control, patience, and stress tolerance can be enhanced through individualized, neuro-affirmative use of assistive technology.