“Reacting to the Past” is a fully active pedagogy that turns history into games. In “reacting” classrooms, students take on the roles of figures from history and give speeches and debate based on an in-depth reading of primary sources from the period in question. A problem arises, however, when neurodivergent students in a class cannot “react” at the same speed as neurotypical students. This project investigates what types of accommodations can be put in place to give neurodivergent students a level playing field so that they can be successful in a “Reacting” class. This session will be led by Jennifer Sheridan Moss, associate professor of classics and Latin.