Neurodivergent Centered Practices for Collaboration & Advocacy, Kent, Spring 2026

Course Number:	EDX 5710 S56
Instructor:	Danielle Kent, M.S.
Location:	Online
Dates and Times:	February 20- April 24, 2026.This course will meet virtually on February 20, March 27, and April 17, 2026, from 8:30am - 2:30pm. The remainder of the course takes place in an online, independent format.
Credits:	3 credits
Tuition:	Set by and payable to VT-HEC

Course Description

Course Description:

This course is designed to support educators, professionals, and others whose work impacts students in PreK - 12 and beyond in building their knowledge and skills in the areas of collaboration and advocacy. With an emphasis on understanding inter-disciplinary processes for assessment and planning, centering the student and family, and navigating challenging conversations, this course will highlight considerations necessary to implementing neurodiversity affirming practices at the team level.

Course Goals & Objectives

Course Goals:

Participants will gain foundational knowledge of various assessment types used across professional disciplines and their interpretation; consider neurodiversity affirming practices in the context of collaboration with colleagues, student, and family; and explore strategies for effective and affirming advocacy.

Course Objectives:

Identify and explain the importance of parent/guardian and student role in team/IEP process and ensure that both parents and students have agency within it to the greatest possible extent
Correctly interpret data and make appropriate inferences to guide intervention/teaching practices, including through the use of evidence-based practices; identify and discuss the limitations of available data/assessment tools and articulate rationale for use or rejection of specific interventions/evidence-based practices
Understand and discuss different roles and areas of expertise of common Team members and use discipline-specific vocabulary and assessment practices
Identify own scope of practice and appropriate resources for meeting student needs beyond that scope of practice
Confidently and effectively navigate difficult conversations & conflict; Identify own access needs and utilize strengths

Required Readings/Resources

Costs for required readings, if any, may not be included in the course tuition. Contact VT-HEC for more information.

Botha, M., Hanlon, J., & Williams, G. L. (2023). Does Language Matter? Identity-First Versus Person-First Language Use in Autism Research: A Response to Vivanti. Journal of autism and developmental disorders, 53(2), 870–878. https://doi.org/10.1007/s10803-020-04858-w

Monk R, Whitehouse AJO, Waddington H. The use of language in autism research. Trends Neurosci. 2022 Nov;45(11):791-793. doi: 10.1016/j.tins.2022.08.009. Epub 2022 Sep 29. PMID: 36184384.

Grummt, M. (2024). Sociocultural perspectives on neurodiversity—An analysis, interpretation and synthesis of the basic terms, discourses and theoretical positions. Sociology Compass, e13249. https://doi.org/10.1111/soc4.13249

Burke, M.M., Johnston, A.N., Ramos-Torres, S. et al. Exploring Parent and Autistic Youth Perspectives to Inform Adaptations for an Advocacy Program. J Dev Phys Disabil (2025). https://doi.org/10.1007/s10882-025-10005-z

Bertilsdotter Rosqvist, H., Hultman, L., & Hallqvist, J. (2022). Knowing and accepting oneself: Exploring possibilities of self-awareness among working autistic young adults. Autism, 27(5), 1417-1425. https://doi.org/10.1177/13623613221137428 (Original work published 2023)

Other Suggested Readings/Texts: Other suggested readings will be provided to students in the VT-HEC Canvas course.

For additional course information

Danielle Kent

802-236-2203

For additional registration information

VT-HEC Team

This course requires registration with the Vermont Higher Education Collaborative (VT-HEC) first. Please click on the Register Now button below.