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Session Description

Free ticketed event
This 90-minute workshop provides insights into the origins of the neurodiversity paradigm and the various theoretical approaches toward neurodiversity. The content is presented from an ecological perspective that emphasizes the ways in which neurodiversity supports the ability of human societies to adapt and thrive in the face of complex challenges. Practices are anchored in a strengths-based approach to neurodiversity that challenges deficit-based narratives and emphasizes the strengths that neurodiverse students bring to the table. The workshop makes use of a set of I-Standards, a faculty-developed framework for neuroinclusive teaching. The workshops provide examples of easy-to-implement practices for the classroom, as well as a deep dive into the benefits and challenges of active learning in a neuroinclusive environment.
We aim to showcase best practices in neuroinclusive teaching during this workshop by offering accessible content in multiple modalities, including handouts, audio, visuals, and live captioning on presentations. Additionally, we will incorporate a variety of active learning strategies to enhance participant engagement. These may include: anonymous submissions via platforms such as Slido and Padlet, group brainstorming and problem-solving, think-pair-share.

Speaker

1. Ms. Connie Syharat

   University of Connecticut

   Connie Syharat is a Research Assistant at the University of Connecticut’s School of Civil and Environmental Engineering and Program Manager for Include, a strengths-based neurodiversity initiative that fosters a culture of inclusion in engineering. She holds a PhD in Engineering Education from the University of Connecticut. Her qualitative research examines neurodiverse graduate students’ experiences in STEM and how AI-powered virtual mentor tools can support self-regulated learning.