About this course

Learning Objectives

• Describe neurodiverse affirming approaches to stakeholders, such as parents and school teams.
• List at least 2 new updates to the Ethic Codes related to a neurodiverse-affirming approach.
• List at least 2 evidence based practices in obtaining assent from students who have written or spoken communication challenges.
• Learn how to consider neurodiverse affirming approaches when developing an IEP goal or accommodation.
• List at least 2 ways to actively work towards LRE.
• Learn strategies to promote collaboration with a student’s school team.

Learning Levels

• Beginner

Target Audience

Course Instructor(s)

• 

  Stefanie Rushatakankovit, LEP, BCBA

  Mrs. “Rush” is a Licensed Educational Psychologist, Board Certified Behavior Analyst (BCBA), and a certified PEERS® trainer. She has extensive experience in schools completing psycho-educational assessments, working with neurodiverse children and teens, and training school staff. Stefanie also works in private practice and is a co-owner of Carnelian Psychological and Educational Group, Inc.

  Mrs. Rush specializes in working with early childhood to adolescence, with interests in preschool, autism, ADHD, social-emotional regulation, inclusion, executive functioning skills, trauma informed practice, strength-affirming practices and parent coaching. Her training and data driven background combined with her warm and genuine approach ensures attendees of her trainings receive quality information with a compassionate and whole child perspective. When not working, Mrs. Rush enjoys spending time with her husband and her twin boys.

Disclosure

References

• Grant, R. J. (2021). Understanding Autism: A Neurodiversity Affirming Guidebook for Children and Teens. AutPlay® Publishing.