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Sponsored by Nurturing Sparkles
Synopsis
This session equips school psychologists with the tools, language, and frameworks needed to support neurodiversity-affirming practices in educational settings. Grounded by the Neurodiversity Paradigm, the session challenges deficit-based models and reframes support through a lens that values neurological differences as natural and valid human variation.
Designed to engage, this three hour interactive workshop is filled with reflective activities, and scenario-based planning to deepen your understanding of affirming language, co-designed Individual Learning Plans (ILPs), and functionally-aligned documentation under the Nationally Consistent Collection of Data (NCCD). Myths about neurodiversity-affirming education—such as assumptions that it reduces expectations or is incompatible with curriculum standards—are addressed through research-backed discussions and case studies.
A core focus is the shift from reactive, behaviour-based language toward strengths-based, functional descriptions of support needs. Practical tools and templates are provided, including language options, a student voice toolkit, and ILP templates that centre student preferences and sensory profiles.
The session also explores the challenges educators face—including burnout and competing pressures—and offers strategies to support both staff wellbeing and effective family communication to enhance the students’ trajectory.
Crucially, participants learn how to gather and incorporate authentic student voice into learning plans, goals, and environmental adjustments. Exploring strategies to move beyond compliance and toward co-creation—participants will learn to maximise student agency, and autonomy, whilst holding their emotional safety. .
Backed by key research and inclusive education frameworks, this session supports psychologists to lead culturally responsive, sustainable change in their school communities; aimed at creating more equitable and emotionally safe learning environments, where neurodivergent students—and their educators—can thrive.
Learning outcomes
By the end of the session, participants will be more able to:
• Define neurodiversity and explain NDA principles
• Reframe deficit-based documentation using affirming language
• Support staff burnout and emotional load in complex classrooms, including communication with families.
• Facilitate student-led ILPs
• Have had an opportunity to workshop with peers
• Have had an opportunity to challenge current practise.
