Join us for an insightful presentation on supporting neurodivergent adults in their employment journey. This session is designed for caregivers, family members, and professionals who assist adults with autism and other neurodiversities in finding and maintaining meaningful employment. We'll explore the unique challenges these individuals may face in the workplace and provide practical strategies for success. The presentation will follow the natural progression of the employment process – from effective job searching techniques to interview preparation and workplace success strategies. You'll leave with a deeper understanding of how to support neurodivergent adults throughout their career journey and concrete tools to help them thrive in the workplace.
Learning Outcomes
- Participants will be able to identify at least 3 areas where an employee with autism might struggle in the workplace.
- Participants will be able to explain a minimum of 5 strategies/supports to provide to an employee with autism in the workplace
- Participants will be able to describe supports to provide to a person with autism who is in need of locating a job.
This interactive presentation will discuss ways that multidisciplinary teams can meaningfully engage with Diné during the Autism diagnostic process. Researchers at NAU recently received a grant from the National Institute of Mental Health titled AHAA: Advancing Hózhó in Autism Assessment for Diné Families. Through this grant, an observation guide was developed as a set of practices and processes to implement when collaborating with Diné families who have a child being assessed for Autism. It was developed using data gathered through observing assessments, interviewing clinicians who conduct assessments and work with Diné families, and reviewing relevant research. During this session, the elements of the observation guide will be shared and attendees will have the opportunity to share their perspectives and experiences working with Diné families.
Learning Outcomes
- Attendees will be able to identify strategies for supporting Diné families in the Autism diagnostic process.
- Attendees will be able to identify the development and purpose of the AHAA observation guide.
- Attendees will be able to gather and share insights and perspectives from working with Diné families in Autism assessments.
Our thought patterns shape our perceptions and language, affecting our students' experiences. Phrases like “This is going to be hard” or “This intersection is complicated” can negatively impact student confidence and outcomes. Research shows that fostering positive thoughts can transform one’s reality. Join us to explore how our language may unintentionally contribute to negative outcomes and discover strategies to modify our messaging to promote better outcomes for our students. Together, we can create a supportive learning environment that enhances student success.
Learning Outcomes
- Understanding Positive Mindset Teaching: Participants will gain a foundational understanding of how adopting a positive mindset in teaching can benefit student learning and overall outcomes.
- Real-Life Benefits: Participants will explore real-life examples and case studies that illustrate how positive mindset teaching has effectively improved student performance and confidence.
- Implementation Strategies: Participants will acquire actionable strategies to implement positive mindset teaching techniques in their own classrooms, fostering an encouraging and supportive learning environment.
Learners arrive in classrooms with a wide range of knowledge, skills, and interests. Universal Design for Learning (UDL) is a proactive approach to planning instruction to ensure learners’ knowledge, skills, and interests are leveraged to elevate learning for the whole classroom community. The implementation of UDL is founded in the UDL Guidelines, which provides connection to instructional strategies aligned with the UDL principles. The UDL design cycle is a process that helps guide teachers in implementing the UDL Guidelines to best meet the needs of learners while capitalizing on the variability found in a group of learners. In this presentation, participants will have the opportunity to apply the UDL design cycle to their own context and consider how UDL might support a variety of learners.
Learning Outcomes
- Participants will be able to describe learner variability and how it impacts instructional design.
- Participants will be able to use the UDL design cycle to design instructional plans that anticipate and support learner variability.
Creating employment opportunities for Indigenous youth with disabilities starts with relationships, not job placements. Before we can help youth find meaningful work, we must first mobilize the community—building trust, listening to elders, and engaging those who know the land, culture, and people best. This panel brings together tribal members who have worked to strengthen local connections and create spaces where employment conversations can begin. They will share how trust and relationship-building must come first before any real change can happen. Attendees will learn how to engage tribal communities, honor cultural knowledge, and support the groundwork needed for employment services to be accepted and effective in tribal communities.
Learning Outcomes
- Why Trust Comes First – Learn why relationship-building must happen before employment programs can take root in Tribal communities.
- Mobilizing Community Leadership – Understand how engaging elders, families, and local leaders creates a strong foundation for employment efforts.
- Honoring Culture in Employment Services – Discover how to align employment programs with tribal values to ensure they are accepted and effective.
This interactive workshop empowers participants to create equitable and inclusive learning environments for all students, including those with disabilities. Participants will explore the crucial role of representation and accessibility in curriculum and pedagogy, engaging in hands-on activities and case study analysis to foster dialogue about inclusivity. We will examine the impact of diverse perspectives and inclusive practices on classroom dynamics, student engagement, and belonging. Through collaborative discussion and reflection, participants will develop actionable strategies to assess and enhance their teaching practices, cultivating supportive classrooms in higher education where every student thrives. This session focuses on practical strategies to improve access, attitudes, and inclusion in higher education for students with disabilities.
Learning Outcomes
- Identify and implement inclusive teaching strategies, including UDL principles and assistive technology, that enhance student engagement, belonging, and academic success for diverse learners, including students with disabilities.
- Analyze the impact of diverse perspectives, including those of individuals with disabilities, in curriculum design, classroom dynamics, and student interactions, recognizing both challenges and opportunities.
- Develop a personalized action plan for fostering equity in their educational practices, including specific steps for self-reflection, curriculum adaptation, classroom management, and collaboration with disability service providers.
The neurodiversity movement has gained a lot of attention in the past few years. But what does that word actually mean? And what does it mean for your clinical practice? Led by a neurodivergent SLP, this presentation will invite participants to explore and learn about the basics of the neurodiversity movement. Participants will delve into language of the movement, basic principles of the movement, as well as characteristics of neuro-affirming care. This is a space to have your questions about neurodiversity answered as we learn and unlearn together!
Learning Outcomes
- Participants will be able to define and apply vocabulary terms relevant to the neurodiversity movement.
- Participants will identify guiding principles of the neurodiversity movement.
- Participants will identify characteristics of neurodiversity affirming therapy and goals.
- Participants will determine appropriate resources to facilitate deeper, ongoing learning of the neurodiversity movement.
This presentation explores the crucial role of executive function (EF) skills in reading instruction and how differentiating instruction can effectively support individuals with learning disabilities. By focusing on Structured Literacy and its integration with EF principles, we aim to provide educators with a deep understanding of how to tailor their teaching strategies to meet the unique needs of learners. The session will highlight practical approaches to differentiate instruction, ensuring that all students, regardless of their EF profiles or learning challenges, can achieve improved reading outcomes and engagement with written material.
Learning Outcomes
- Educators will understand executive function (EF) skills and their impact on reading, refining teaching methods to meet learners’ needs.
- Educators will tailor instruction to enhance students’ reading comprehension by recognizing EF’s role in decoding and engagement.
- Participants will gain metacognitive techniques, lesson-planning approaches, and methods to foster EF development, improving reading outcomes for learners.
