Description: In this session, the presenter will discuss the basic principles of the neurodiversity movement and the school psychologist’s role in supporting autistic students. Participants will learn to adapt their language to be neurodiversity-affirming, strength-based, and anti-ableist. They will explore applied examples to improve and enhance their practice and empower neurodiverse youth. Finally, the presenter will discuss ways to spot “green flags” and “red flags” when examining and determining if resources and training for school psychologists is truly neurodiversity-affirming.
Learner Objectives This session will help participants:
- Identify characteristics of neurodiversity-affirming care.
- Describe how neurodiversity-affirming practices, approaches, and language are part of the comprehensive role outlined by the NASP Practice Model.
- Explain how the social model of disability, the double empathy problem, and nonpathologizing explanations of autistic thinking patterns impact neurodiversity-affirming practice.