Who Should Attend?

K-12 classroom/school setting teachers & coordinators

Course Overview

This engaging, two-part workshop equips educators with the tools to better understand student behavior and reflect on their own attitudes. In Part 1, we will focus on distinguishing typical behavioral challenges from potential signs of neurodivergence. Teachers will learn to identify red flags without jumping to diagnoses and understand when and how to appropriately escalate concerns. In Part 2 participants will explore how to avoid circular reasoning which can trap teachers into unproductive explanations for underperformance or challenging student behavior. Drawing on current research, the session will also examine the underlying factors such as societal beliefs, personal experiences, and institutional culture that contribute to the formation of these attitudes and how these negative perceptions of diverse learners can unconsciously shape teaching practices. The session emphasizes how such biases can deeply affect students' learning, emotional health, and long-term outcomes.

The workshop empowers educators to foster more inclusive, supportive environments that are sensitive to diverse students while promoting success for all learners neurotypical and neurodivergent alike.

Learning Outcomes:

Part 1:

Identify and explain the concept of circular reasoning in relation to student behavior and performance.

Critically reflect on and recognize common negative attitudes teachers may hold toward students with disabilities or developmental differences.

Explore the psychological, social, and institutional factors???supported by research???that shape teacher attitudes toward diverse learners.

Analyze how teacher perceptions and biases influence classroom interactions, expectations, and student-teacher relationships.

Evaluate the short- and long-term impact of teacher attitudes on students??? academic progress, emotional well-being, and self-concept.

Part 2:

Differentiate between common behavioral challenges and potential indicators of neurodivergence in young learners.

Recognize early behavioral red flags that may suggest developmental delays or disorders.

Apply appropriate judgment in determining when behavioral concerns should be monitored, documented, and communicated to parents or school leadership.

Important Details