Webcast: Working with Neurodivergent People: Evidence-Informed and Affirming Practice - 29th January 2027
GMT (London): 9:30am - 4:00pm
AEST (Brisbane): 7:30pm - 2:00am (the following morning)
Live training
with Michelle and Tony
Handouts
From the webcast date
Continuing Professional Development
What does it mean to be neurodiversity-affirming? How does this differ from traditional diagnostic and support approaches? What is the relationship between the medical model, the social model of disability, and the neurodiversity movement? And how can we support neurodivergent people in ways that are both evidence-informed and respectful of individual differences?
This course begins by exploring the foundations of neurodiversity. We define neurodiversity, neurodivergence, and neurotypicality, and examine the medical, social, and neurological models and the neurodiversity paradigm. Participants will consider the contributions and limitations of these perspectives in understanding individual differences, disability, support needs and participation in society.
We then introduce neuroprofiling as a collaborative approach to understanding the individual beyond diagnostic labels. Participants will explore how sensory processing, communication, executive functioning, attention, emotional regulation, learning styles, cognitive and personality strengths, interests, co-occurring conditions and environmental demands contribute to a person's experiences and support needs. This information can guide decisions about appropriate accommodations, environmental changes and individualised support.
Building on this understanding, we explore how neurodivergent people can be supported across a range of settings. Through the framework of Knowledge, Acceptance and Support, participants will learn practical strategies for reducing barriers to progress and quality of life, enhancing psychological safety, fostering connection, promoting autonomy, supporting emotional regulation, and creating environments in which neurodivergent people can thrive.
Examples and case discussions will be drawn from healthcare, education, workplace, family and community contexts. Specific attention will be given to adapting professional, therapeutic, educational, workplace and family practices in ways that respect individual neuroprofiles while maintaining evidence-informed standards of care and support.
The course emphasises collaboration, curiosity, respect and partnership, recognising that meaningful support begins with understanding the person, not simply the diagnosis.
Define neurodiversity, neurodivergence and neurodiversity-affirming practice.
Compare the key principles of the medical model, social model of disability, biopsychosocial model and neurodiversity paradigm, and their implications for neurodiversity-affirming practice.
Explain the Knowledge, Acceptance and Support framework for working with neurodivergent people.
Understand the principles and structure of neuroprofiling as a method for building an individualised understanding of a person's strengths, differences and support needs.
Recognise how sensory processing, communication, executive functioning, attention, learning and emotion regulation differences may influence participation across home, school, workplace and healthcare environments.
Identify common misconceptions, biases and assumptions that can undermine effective support.
Develop practical strategies to increase safety, predictability, autonomy and connection across settings.
Learn approaches for supporting emotional regulation, reducing shame, promoting wellbeing.
Adapt communication, expectations, environments and supports to better align with individual neuroprofiles.
Collaborate effectively with neurodivergent people, families, educators, employers, colleagues and multidisciplinary teams.
Apply neurodiversity-affirming principles within clinical, educational, workplace and community contexts.
GMT (London): 9:30am - 4:00pm
AEST (Brisbane): 7:30pm - 2:00am (the following morning)