Neurodiversity: A Framework for Teaching and Learning (2) Trauma Informed Practice

Description

Neurodiversity: A Framework for Teaching and Learning – A Webinar Series

This series offers an introduction to the neurodiversity movement, including its origins, history, evolution, key concepts, and vocabulary. Participants will receive a facilitation guide that provides structure for applying new learning to professional and teaching practices both in service to students receiving special education and in honoring the neurodiversity inherently present in all spaces where students learn. Recordings can be viewed as stand-alone trainings or as a series which builds and expands upon foundational knowledge related to neurodiversity.

#2 Trauma Informed Practice

Hannah Markos and Special Guest Alexandra Jassin

This webinar will provide insight into the experience of trauma, factors that support the development of resilience, and the unique importance and specific application of these concepts when viewed in the context of neurodivergent identity. Participants will learn about universally supportive strategies and frameworks for trauma informed and neurodiversity affirming practices that can be applied immediately.

Other webinars in the series:

Session #1 Intro to the Neurodiversity Movement

This webinar will provide insight into the experience of trauma, factors that support the development of resilience, and the unique importance and specific application of these concepts when viewed in the context of neurodivergent identity. Participants will learn about universally supportive strategies and frameworks for trauma informed and neurodiversity affirming practices that can be applied immediately.

Session # 3 Implicit Bias and Structural Inequities 

Weaving together current research, seminal historic studies revisited through a neurodiversity lens, and strategies for reflection, this recording will support participants in analyzing the relationship between their authentic beliefs and their conscious and unconscious actions. Participants will learn strategies for addressing implicit bias, building a reflective practice, and helping to remove unnecessary barriers to learning that disproportionately impact neurodivergent students.

Hannah Markos holds an M.Ed from the University of Massachusetts Amherst and an MFA from Warren Wilson College. She has worked in education in a wide variety of settings and roles serving learners from birth through adulthood, including within Early Intervention, the Massachusetts public schools, and as education faculty at Berkshire Community College. Prior to joining VT-HEC as coordinator of the Neurodiversity and Inclusion Graduate Certificate Program, Hannah served as Assistant Professor of Education and Academic Coordinator for Diversity, Equity, and Inclusion at Landmark College, which exclusively serves students with learning disabilities or who identify as neurodivergent. 

Alexandra Jassin has a BA in psychology from Landmark College, with a focus on neurodiversity, disability, and identity. Using the social model of disability, she created a sample course for educators to become aware of and limit biases they may consciously or subconsciously hold towards students with visible or invisible disabilities. Alexandra has four years of experience running social and educational outreach programs for neurodivergent college students focused on diversity, equity, and inclusion. She continues this work with neurodivergent individuals through other organizations.