When traditional classroom management techniques fall short, it's time to shift our perspective. Using a social model of disability lens, this session emphasizes honoring each student's internal experience and co-creating inclusive structures that support all students. We'll examine how concerning behavior (whether it looks like disengagement, disruption, or a safety risk) often stems from shared environmental barriers such as lack of predictability, autonomy, or belonging. In this interactive workshop, participants will explore neurodiversity-affirming strategies to address common behavioral challenges in learning environments. Educators will learn how to reduce barriers and foster connection by prioritizing student agency, safety, and meaningful engagement. Participants will also explore how to implement universally designed supports that are not only sustainable but also responsive to the realities of full classrooms and the time constraints teachers face.

When traditional social-emotional learning practices emphasize neurotypical norms and outward displays of emotion, many students are left out of meaningful support for regulation. This session invites educators to reimagine SEL through the neurodiversity paradigm and the lens of interoception. By shifting from compliance-based approaches to affirming regulation strategies, we can design classrooms where all learners have access to regulation. We’ll explore interoception-based strategies that help students build the skills to navigate moments of dysregulation. Through interactive activities, participants will practice interoception techniques along a spectrum from abstract to concrete and apply UDL principles to reframe the use of common sensory tools in neurodiversity-affirming ways. Participants will leave with practical strategies to foster autonomy, navigate competing access needs, and strengthen student self-advocacy.

Learner variability is the norm, not the exception. In this interactive workshop, educators will unpack how accommodations and differentiation shape access to learning and explore how Universal Design for Learning (UDL) can proactively reduce barriers. By designing flexible learning environments from the start, we can make learning more accessible for more students.

Grounded in the social model of disability, this session invites participants to examine common mental models about accommodations and reframe them as tools for access rather than exceptions students should outgrow. Participants will explore practical, classroom-ready examples and consider how to balance universal design with learner variability, self-advocacy, and responsive individual support. Designed for both new and returning participants, this workshop offers sustainable strategies for creating inclusive environments that prioritize access, agency, and belonging.

Behavior and safety plans often revolve around the over-simplification of behavior, categorizing all behavior by perceived function: attention, access, escape and sensory needs. These plans can fall short of adequately addressing the challenging behavior while also maintaining the dignity of the individual. We offer professional development to train staff in how to create plans that address the safety and behavioral concern shifting perspectives to include a neural and neurodiversity lens.

Paraprofessionals play a unique role in the school environment and often have a significant amount of contact with students. Our trainings range from foundational training on supporting self-regulation to specialized training for paras working within specific programs and providing student specific support. We also provide training in best practice for fading support, following individualized programs in the classroom and more. Training will be tailored in response to the needs of your school, district, or organization.