This course is FREE with an Online Subscription

Course Description

This course provides teachers with practical strategies to nurture inclusive, strengths-based learning environments where neurodivergent students can thrive. Grounded in neuro-affirming principles, participants will explore frameworks such as Universal Design for Learning (UDL) and sensory-sensitive approaches, as well as strategies to celebrate individual strengths and foster authentic engagement. The course supports educators in meeting their legal and ethical obligations under the Disability Discrimination Act (DDA), Disability Standards for Education (DSE), and Nationally Consistent Collection of Data (NCCD). Through reflection, collaboration, and actionable goal-setting, participants will learn how to co-create classrooms that empower all learners to feel valued, supported, and confident in their unique abilities.



Audience

All Teachers 


Teaching Standards

1.6.2 Proficient Level - Know students and how they learn - Strategies to support full participation of students with disability:  Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements

4.1.2 Proficient Level - Create and maintain supportive and safe learning environments - Support student participation:  Establish and implement inclusive and positive interactions to engage and support all students in classroom activities


$119 + GST - Individual Enrolment


FREE with  Online Subscription

Course curriculum

  • 1

    Introduction

    • Welcome

    • Acknowledgement of Country

    • Learning Objectives

    • Teaching Standards
  • 2

    Module 1 – Laying the Foundations

    • Introduction

    • Introduction to Neurodiversity

    • Neuro-Affirming Practices

    • Legal Frameworks – Disability Discrimination Act 1992 (DDA)

    • Legal Frameworks – Disability Standards for Education 2005 (DSE)

    • Universal Design for Learning (UDL)

    • The Three Core Principles of UDL

    • Application in Neuro-Affirming Practices

    • Nationally Consistent Collection of Data (NCCD)

    • Connection to Neuro-Affirming Practices

    • Reflection Question

    • Reference List for Module 1
  • 3

    Module 2 – Core Principles of Neuro-Affirming Classrooms

    • Introduction

    • Acceptance

    • Flexibility

    • Strengths-Based Focus

    • Reducing Demands

    • Sensory-Sensitive Environment

    • Student-Centred Collaboration

    • Safe and Inclusive Community

    • Regulation and Wellbeing

    • Empathy and Understanding

    • Encouraging Autonomy and Agency

    • Continuous Reflection and Improvement

    • Reflection Question

    • Reference List for Module 2
  • 4

    Module 3 – Building a Neuro-Affirming Toolkit

    • Introduction

    • Developing Sensory and Environmental Supports

    • Strengthening Communication and Interaction

    • Enhancing Classroom Routines and Supports

    • Teacher Activity – Toolkit Creation

    • Reflection Question

    • Reference List for Module 3
  • 5

    Module 4 – Reflect and Plan

    • Introduction

    • Reflection

    • Reflection Questions

    • Short-Term Goal Setting: Implementing Immediate Change

    • Long-Term Goal: Creating Sustained Impact

    • Connecting to Practice - UDL

    • Connecting to Practice - Tracking Progress with NCCD-Aligned Documentation

    • Connecting to Practice - Student Feedback: A Collaborative Approach

    • Teacher Activity - Commitment Card

    • Reference List for Module 4
  • 6

    Couse Feedback

    • Please take few minutes to give us your feedback

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