As learners return to campus after experiencing considerable trauma from a racialized pandemic, we must collectively adapt our pedagogical practices and teaching methods to reach and support them "where they are." Framing authentic learning via inclusive teaching methods entails approaching teaching as a dynamic and responsive process. Rather than thinking of inclusion or accessibility as something that can be addressed as an after-the-fact consideration, inclusive teaching demands that instructors challenge themselves to center student needs throughout their pedological design process. This presentation will provide strategies and tips for applying an inclusive design approach to pedagogical innovation and practice.