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/
Maryland:
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.
District of Columbia:
This workshop 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).
Instructor
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.
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.
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.
