Educators will engage in a book study using the text, Neurodiversity Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported by Emily Kircher-Morris and Amanda Morin. The book explains the concept of neurodiversity and neurodivergent learning and communication styles. It also provides an overview of the principles of sensory regulation, social emotional learning, and Universal Design for Learning. Educators will reflect on their own practices and create a plan for affirming neurodiversity in their own  learning communities.

Required Text:

• Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported by Emily Kircher-Morris and Amanda Morin

Upon completion of the course, the student will be able to: 

• Explain the meaning of neurodiversity and the importance of creating neurodiversity-affirming schools.
• Identify neurodivergent learning and communication styles.
• Demonstrate understanding of the concepts of Double Empathy, camouflaging, and ableism and how they impact the school experience of neurodivergent learners. 
• Apply the principles of Universal Design for Learning (UDL) and Collaborative for Academic, Social, and Emotional Learning (CASEL) to lesson planning.
• Explain how neurodivergence intersects with behavior, sensory regulation, and mental health.