Date:

February 20 @ 8:30 am – 2:30 pm

Price:

$675

Topics:

Neurodiversity & Inclusion

Instructor(s):

Danielle Kent & Kelly Cray

Event Type:

Virtual

Professional Learning Hours:

15

Intended Audience:

Educators and other professionals whose work impacts students from early childhood through grade 12 and beyond.

• February 20, 2026

• March 27, 2026

• April 17, 2026

Participants will:

• Build an understanding of the buzzwords and popular trends that exist in neurodiversity discourse
• Understand evidence-based practices and suss out ideas that have popular appeal but are not backed by research
• Communicate effectively and collaboratively with professionals who may have differing views on neurodiversity
• Begin to develop a toolbox of affirming practices that invites and honors access needs

Participants will:

• Understand the importance of student and family participation in the educational process and when/why deference to the student is crucial
• Learn to navigate situations where the student’s needs or preferences may be at odds with the family’s
• Apply principles of Universal Design for Learning to remove unnecessary communication and participation barriers with professionals, family members, and the student
• Continue to develop a toolbox of affirming practices to invite and honor access needs

Participants will:

• Explore the challenges that can arise in collaboration across professional disciplines and perspectives
• Gain new insight into the student and family experience
• Demystify the practices and vocabulary specific to individual professional disciplines
• Build understanding of assessment types used by various professionals and how data from different sources can be appropriately used to inform decision-making

In addition to the three workshop days, course takers will complete readings and engage with recommended content; complete reflections and analyses; engage asynchronously with peers to help synthesize new learning; participate in optional additional meetings with the course instructors; engage in field work while applying course concepts; and produce a culminating artifact demonstrating evolution of professional practice.