Core Courses |  Electives | Capstone  |  Registration

Core Courses

Introduction to Neurodiversity in School-Based and Clinical Settings

Dates: October 6-24, 2025

This course introduces learners to the concept of neurodiversity and its implications in education and clinical settings. Participants will explore the history of neurodiversity, common neurotypes (e.g., autism, ADHD, dyslexia, dyspraxia), and the impact of strengths-based versus deficit-based approaches. Through lectures, readings, case studies, and practical applications, participants will be introduced to inclusive strategies that support the neurodivergent population.

Course Objectives

1. Define and explain the concept of neurodiversity, including its historical development and key principles.
2. Identify and describe neurotypes such as autism, ADHD, dyslexia, and dyspraxia, along with their strengths and challenges in educational settings.
3. Differentiate between strengths-based and deficit-based approaches to neurodivergence and analyze their impact on student learning and well-being.

Neurodiverse Learners in Education and Clinical Settings

Dates: November 3-21, 2025

This course provides participants with foundational knowledge and practical strategies to support neurodiverse learners across K-12 educational and clinical settings. Educators and professionals will explore developmental considerations across different age groups, social-emotional and academic support strategies, and key transition planning processes, such as moving from high school to college. By the end of the course, participants will leave with actionable strategies to enhance accessibility, foster self-advocacy, and promote success for neurodiverse learners in their education and life goals.

Course Objectives

1. Develop a transition framework that supports neurodiverse students in moving from K-12 to postsecondary education, focusing on self-advocacy, accommodations, and career readiness.
2. Identify and analyze key developmental, social-emotional, and academic considerations for neurodiverse learners across education settings.
3. Identify and demonstrate different academic support strategies for diverse learners across varied educational settings.

Evidence-based Practices in Neurodiversity for Educators and Professionals

Dates: December 1-19, 2025

This course introduces participants to evidence-based practices (EBPs) that support neurodivergent learners in education and clinical settings. Participants will explore the foundations of neurodiversity, review current research, and examine practical strategies that promote learning, inclusion, and self-advocacy. The course emphasizes culturally responsive, strength-based approaches and encourages reflection on how to integrate these practices in various environments. Through interactive discussions, and case studies, participants will leave with tools to better serve all learners.

Course Objectives

1. Learn and understand what evidence-based practices are and how to determine what EBPs you should be utilizing in a given situation.
2. Evaluate and apply evidence-based practices that support engagement, regulation, and academic success for neurodivergent individuals.
3. Design and adapt instructional approaches and classroom strategies that promote inclusive, strengths-based learning environments.

Electives

Each of the elective courses is offered in January and February 2026. You may choose two of the electives and take them in any order.

Culturally Responsive and Trauma-Informed Teaching for Neurodivergent Individuals

• January 12-30, 2026
• February 9-27, 2026

This course focuses on the intersection of neurodiversity, culture, and trauma in educational settings. Participants will explore how systemic bias, stigma, and unrecognized trauma impact neurodivergent learners and their educational experiences. Through a lens of equity and inclusion, the course examines culturally responsive and trauma-informed practices that create safer, more supportive learning environments. Educators will engage with research, reflect on their own practice, and develop strategies to recognize and respond to student needs with empathy, flexibility, and cultural humility.

Course Objectives

1. Analyze the intersection of neurodiversity, identity, and trauma through an equity-focused lens.
2. Identify and challenge stigma and bias that affect neurodivergent students in educational settings.
3. Apply culturally responsive and trauma-informed practices to foster safe, inclusive, and supportive classrooms.

Assistive Technology and Digital Accessibility

• January 12-30, 2026
• February 9-27, 2026

This course equips professionals with the knowledge and skills to integrate assistive technologies and accessible digital tools that support neurodivergent learners. Participants will explore a range of technology solutions—from low-tech supports to AI-powered tools—and examine how digital content and assessments can be designed to reduce barriers and enhance learning. Emphasis is placed on ethical considerations, inclusive design, and practical implementation across educational settings. Through demonstrations, hands-on practice, and reflective planning, educators will build confidence in selecting and using technology to foster access and engagement.

Course Objectives

1. Explore and evaluate assistive technologies that support executive functioning, communication, and academic success for neurodivergent learners.
2. Learn how to design and adapt digital content and assessments to meet accessibility standards and reduce barriers to learning.
3. Examine the potential of AI and emerging technologies to promote equity and inclusion in neurodiverse educational environments.

Communication, Collaboration, and Self-Advocacy for Educators and Professionals

• January 12-30, 2026
• February 9-27, 2026

This course centers on the importance of effective communication and collaboration in supporting neurodivergent learners. Participants will explore strategies for building strong partnerships with families, support staff, and administrators, while also fostering environments where students are empowered to express their needs and advocate for themselves. The course emphasizes inclusive, strengths-based communication practices that promote trust, agency, and shared responsibility. Through guided scenarios, reflection, and building understanding of educational systems, participants will build the tools needed to create a more connected and student-centered learning community.

Course Objectives

1. Develop strategies for effective collaboration with families, support teams, and administrators to support neurodivergent students.
2. Implement practices that encourage and scaffold self-advocacy skills in learners.
3. Apply inclusive communication techniques to build supportive, responsive classroom environments.

Capstone Course

Applied Project or Practicum in Neurodiverse Education

Dates: March 2–April 17, 2026

This capstone course offers participants the opportunity to apply their learning through a real-world project or practicum focused on inclusive and neurodiversity-affirming education. Participants will design and implement a project—such as a curriculum module, accessibility audit, or instructional strategy—in their own professional setting or in collaboration with a learning community. The course also includes structured reflection on personal growth, implementation challenges, and future goals. By integrating theory with practice, participants will demonstrate their readiness to lead inclusive, accessible learning environments.

Course Objectives

1. Apply inclusive and accessibility-focused strategies in a classroom, program, or community setting.
2. Design and present a project that integrates evidence-based practices in neurodiverse education.
3. Reflect critically on personal learning, implementation experiences, and future professional practices.