S25-904 Introduction to Neurodiversity-Affirming Practice
Total Credits: 3 Anti-Oppressive Social Work Practices CEs
- Categories:
- 700 Professional Growth & Development | 900 Anti-Oppressive Social Work Practice | DC Public Health Priorities
- Instructor:
- Samantha Fuld, DSW, LCSW-C
- Course Levels:
- Intermediate
- Duration:
- 3 Hours 15 Minutes
- Target Audience:
- Social Workers, LCPCs, and Psychologists
Description
A neurodiversity-affirming framework approaches neurological differences (including autism, intellectual disability, ADHD, and other neurodevelopmental disabilities) as a part of one's unique identity and emphasizes the importance of emotional health and well-being over normalcy. This workshop will offer an introduction to concepts and skills associated with affirming neurodiversity and disability justice in the context of social work practice. Participants will unpack some of the history and stigma associated with social work practice alongside neurodivergent people, explore the differences between behaviorally focused and neurodiversity-affirming modalities, learn skills that fall within an affirming practice framework, and apply these skills and principles as part of an interactive case discussion exercise.
Note: Recognizing that there are different preferences and ways of identifying in the neurodivergent and disability communities, this presentation will use both person-first and identity-first language. If you would like to learn more, this article offers an explainer: https://neuroclastic.com/person-first/
This workshop is in accordance and compliance with the NASW standards with a focus on the principles of social justice, importance of human relationships, and competence; and the standard of responsibilities to clients, as professionals, and to the broader society.
Maryland: This workshop is in compliance with the Maryland Board of Social Work Examiners’ COMAR 10.42.03.06.A(5). This workshop meets the requirement for Anti-Oppressive Social Work Practice for the Maryland Board of Social Work Examiners (COMAR 10.42.06.03.A.(1)(d)) with a focus on implicit bias and social justice.
District of Columbia: This workshop is in compliance with the District of Columbia Board of Social Work 17-70-7008.4 and meets the continuing education requirement for DC Public Health Priorities in the following topic: 8. Identifying impairment (physical or mental) in patients and providers (including complying with the Americans with Disabilities Act and the Occupational Safety and Health Act).
Handouts
| An Intro to Neurodiversity Affirming Practice Spring 25 (285.7 KB) | Available after Purchase | ||
| An Introduction to Neurodiversity Affirming Practice Spring 25/ Color (5.3 MB) | Available after Purchase | ||
| Resource | Available after Purchase | ||
Instructor
Samantha Fuld, DSW, LCSW-C Related Seminars and Products
Samantha Fuld (she/her/hers) is a clinical assistant professor at the University of Maryland School of Social Work (SSW). She received her DSW from New York University’s Silver School of Social Work. Her professional focus has been the incorporation of critical social models of understanding ableism in social work education and practice, promoting a trauma-informed, neurodiversity-affirming lens to assessment and clinical service provision. She teaches in both the foundation and advanced curricula at the SSW, including courses in social work practice with individuals, advanced clinical interventions, cognitive behavior therapies, and neurodiversity-affirming practice. At the SSW, she is currently the course coordinator for A Brief History of Oppression and Resistance; co-chair of the Justice, Equity, Diversity, and Inclusion Curriculum Committee; and a member of the SSW’s Accessibility Advisory Group.
Agenda & Learning Objectives
AGENDA:
8:50am-9:00am Log on
9:00-9:15am: Welcome and introductions; discussing accessibility needs to frame practice
9:15-9:20am: Defining ableism and neuroableism
9:20-9:50: Introductory assessment exercise (breakout rooms)
9:50-10:00am: Assessment exercise debrief
10-10:15: Comparing models of disability
10:15-10:30: Historical context
10:30-10:45: Break
10:45-11:15: Core concepts and strategies for neurodiversity affirming practice
11:15-11:45: Application exercise: neurodiversity affirming treatment and service planning (breakout rooms)
11:45-12:00: Exercise debrief and collaborative brainstorming
12:00-12:15: Time for questions
LEARNING OBJECTIVES:
Upon the completion of this workshop, participants will be able to:
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Understand the many ways in which stigma and ableism have historically been present in social work education and practice and how this has shaped interactions and treatment strategies with neurodivergent people.
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Identify differences between behaviorally focused and neurodiversity-affirming practice goals and treatment plans.
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Articulate tools and skills they can implement to work toward strengthening a neurodiversity-affirming stance in their own practice settings.
Bibliography & References
BIBLIOGRAPHY & REFERENCES
Fuld, S. & McKelvie, M. (2024). A perspective on neurodivergent-affirming relational practice: Exploration of identity and the healing process. Journal of Counselling and Psychotherapy Research, 00, 1-4. https://doi.org/10.1002/capr.12792
Fuld, S. (2019). De-marginalizing intellectual and developmental disabilities in graduate social work education. Journal of Social Work Education, 56(3), 508-518. https://doi.org/10.1080/10437797.2019.1656584
Izuno-Garcia, A. K., McNeel, M. M., & Fein, R. H. (2023). Neurodiversity in Promoting the Well-Being of Children on the Autism Spectrum. Child Care in Practice, 29(1), 54-67. https://doi.org/10.1080/13575279.2022.2126436
Leveto, J. A. (2018). Toward a sociology of autism and neurodiversity. Sociology Compass, 12(12). https://doi.org/10.1111/soc4.12636
McConnell, E. A., & Minshew, R. (2023). Feminist therapy at the intersection of gender diversity and neurodiversity. Women & Therapy, 46(1), 36-57. https://doi.org/10.1080/02703149.2023.2189776
Mills, D. (2023). Applying a neurodiversity affirmative approach to the pluralistic framework. Counseling and Psychotherapy Research. Advance online publication. https://doi.org/10.1002/capr.12637
Office of Developmental Primary Care & Autistic Self Advocacy Network. (2017). First-hand perspectives on behavioral interventions for autistic people and people with other developmental disabilities. https://autisticadvocacy.org/wp-content/uploads/2017/05/Behavioral-Interventions-Report-Final.pdf
Smith, I., & Mueller, C. O. (2022). The importance of disability identity, self-advocacy, and disability activism. Inclusive Practices, 1(2), 47-54. https://doi.org/10.1177/27324745211057155
Werner, S. (2015). Public stigma and the perception of rights: Differences between intellectual and physical disabilities. Research In Developmental Disabilities, 38, 262-271. https://doi.org/10.1016/j.ridd.2014.12.030
Wise, S.J. (2022). The neurodivergent friendly workbook of DBT skills.
Course Completion & CE Information
Category I Maryland BSWE Requirement
The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 3 Category I Continuing Education Units for anti-oppressive social work practices. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education.
Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters.
Target Audience
Social Workers, LCPCs, and Psychologists
We welcome anyone interested in the topic!
Late Fees and Refunds
The base price is $70, which includes CE credit.
Late Fee: On 4/2/25, a non-refundable late fee of $20 is added to the base price. Late fees cannot be refunded or applied to account credit.
Cancellations: **ALL cancellations will be subjected to a $35.00 administration fee.** To be eligible for a refund or CPE account credit, cancellations must be made at least 24 hours before the workshop.
For more information, please read the general policies on our website.
Live Interactive Webinar Platforms
LIVE INTERACTIVE WEBINAR PLATFORMS
The Office of Continuing Professional Education hosts Live Interactive Webinars through Zoom. This platform offers a high quality and user-friendly webinar platform for our registrants.
System Requirements:
- Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
- Internet Browser: Google Chrome; Firefox 10.0 or higher.
Our system is not compatible with the Safari web browser.
- Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.
**Please have your device charging at all times to ensure that your device does not lose power during the webinar.
Course Interaction Requirements:
To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.
Our webinar policies can be found on our website by clicking here.
Webinar Policies & FAQs
Click The Link to View The Webinar Policies & FAQs
https://umbsswcpe.ce21.com/Page/live-interactive-webinar-procedures-policies-4129
Code of Conduct
The Office of Continuing Professional Education at the University of Maryland School of Social Work adheres to the NASW Code of Ethics. This policy is to ensure that the training environment for social work professionals remains respectful, productive, and conducive to learning. Disruptive behavior that interferes with the learning process, disrupts the training experience for others, or undermines the integrity of the program will not be tolerated.
Expectations for Participant Engagement:
In alignment with the NASW Code of Ethics and the University of Maryland Baltimore Code of Conduct, participants are expected to demonstrate professionalism, which includes respecting confidentiality, maintaining a collaborative and respectful tone, and contributing positively to the group dynamic. Disclosures made during the training (e.g., case studies or personal reflections) must be handled with care and in accordance with ethical and legal guidelines.
All participants in the training program are expected to:
- Engage actively in the learning process and show respect for the opinions and contributions of others.
- Demonstrate professionalism in both attitude and behavior, maintaining respect for instructors, peers, and the training environment.
- Maintain open communication by expressing concerns or disagreements constructively and respectfully.
- Follow the guidelines and expectations provided by instructors and facilitators.
- Support a collaborative learning environment where all participants feel valued and safe to contribute.
Instructors and CPE staff reserve the right to dismiss participants who do not adhere to ethical/professional principles and standards. If removed, CEs will be adjusted to reflect the time attended, unless otherwise specified.
ADA Accommodations
If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.
Our email address is cpe@ssw.umaryland.edu.
Evaluation
Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.
After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.