Supporting the Neurodiverse Student

A 1.5 Hour CE Course by Anne Williams

A 1.5 Hour CE Course for Massage Instructors by Anne Williams

Description

In every classroom, there are learners who think, process, and engage with the world in unique ways. These neurodivergent students bring diverse strengths and challenges to their educational experiences and understanding how to support them is essential for creating safe and inclusive learning environments. In this session, we’ll discuss the core messages of the neurodiversity movement to better understand and support neurodivergent people. Next, we'll talk about the best ways to get individualized support to students who need it. The final half of the course looks at instructional strategies for creating inclusive classrooms. These methods are critical for neurodivergent students and support learning for everyone else.

As instructors we must account for student processing differences, encourage self-advocacy, and balance empathy and accountability. Creating flexible lesson plans works for all students and supports our efforts to ensure accessibility while focusing on learning.

Learning

Learning Objectives: Having viewed the video, read the text, and participated in learning activities, the learner will be able to:

Define these terms: Attention deficit hyperactivity disorder (ADHD), autism, dyslexia, high sensitivity, neurodivergent, neurotypical, sensory processing disorder.
Describe three core beliefs of the neurodiversity movement related to cognitive functioning.
List four conditions that are commonly accepted as neurodivergent.
List two conditions that are sometimes accepted as neurodivergent.
Make an argument for the concept that no one is neurotypical and all human brains are unique.
Explain why educators use identity-first language instead of people-first language when discussing neurodivergence.
Preview 38 traits associated with neurodivergence and identify three that are consistent with one’s thinking or behavior.
Review national statistics for students in post-secondary education related to autism, ADHD, dyslexia, depression, anxiety, neurodivergence, and self-reported neurodivergence.
Based on statistics determine the percentage of students on your campus who likely need individualized learning support.
Discuss the pros and cons of a “high-risk student alert system.”
List three ways to create a more flexible learning environment.
Identify two reasons why mixing up lessons and conducting classes spontaneously doesn’t work in adult classrooms.
State three ways to adjust classroom schedules to accommodate neurodiverse students.
Define the term, multimodal learning, and explain how it works.
Plan a lesson using multimodal learning theory and demonstrate how activities progress.
Outline three reasons to cultivate unconditional positive regard for your students.

CE Approvals and Access

Category: Teacher Training

CE Hours: 1.5 CE Hours

CE Approvals: NCBTMB-approved, accepted in most states. Please note this course is NOT approved by Alabama, Arkansas, Louisiana, and New York (New York does not accept teacher training hours).

Subscription Period: Ongoing access.

After Purchase: Once you purchase this course, you’ll log into massagemastery.online with your email and password. The course will be waiting for you on your dashboard. Click the course access button and follow the directions.

Table of Contents

Introduction

Understanding Neurodiversity: A Foundational Perspective

Core Beliefs of the Neurodiversity Movement
Who is Neurodivergent?
Neurodivergent Traits
Neurotypical Traits

Get Students Individualized Support

National Statistics on Students in Postsecondary Education
Student Life-Stressors
High Risk Student Alert System

Strategies for Creating Inclusive Classrooms

Facilitate a Safe and Inclusive Learning Environment
Create a Sensory-Friendly Learning Environment
Create a Flexible Learning Environment
Follow a Structured and Consistent Class Schedule
Establish and Maintain Learning Context
Reduce Cognitive Load and Mental Fatigue
Use Multimodal Learning Strategies
Use More Scaffolding
Plan Workgroups and Study Groups Based on Student Strengths and Challenges
Provide Self-Advocacy and Emotional Regulation Training

In Closing: Practice Unconditional Positive Regard

Works Consulted

CE Quiz (8 Multiple-Choice Questions)

Supporting the Neurodiverse Student

School Admin & Instructors

Students

Professionals

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