Description
Neurodiversity-Affirming IEP Alternatives to BIPs | SLP & OT Collaboration
🤔💭 What Happens When SLPs and OTs Team Up to Write Neurodiversity-Affirming IEP Goals?
💡Our 2-hour course shows you how!
School based speech-language pathologists (SLPs) and occupational therapists (OTs) play a key role in transforming K-12 special education by replacing compliance-based IEPs with student-centered, neurodiversity-affirming therapy services. This 120 minute professional development course equips school-based speech-language pathologists (SLPs, SLTs, SPs) and occupational therapists (OTs) with practical strategies for implementing IEPs that align with the principles of the neurodiversity paradigm.
Learn how to collaborate with teams to replace compliance-focused IEP behavior goals with strengths-based, neurodiversity-affirming alternatives that support identity, reduce masking, and promote better mental health.
School-based therapists will learn strategies to develop special education IEP alternatives to BIPs that
✔ respect student needs
✔ provide educationally relevant modifications, accommodations, and supports
✔ disrupt goals for the extinction of non-harmful behaviors
✔ help students avoid the poor mental health outcomes of autistic masking
With years of hands-on experience in schools, occupational therapist Kristin and speech-language pathologist Alex will share their expertise in neurodiversity-affirming special education therapy. Through real-world case studies—from evaluation to outcomes—they will highlight success stories, challenges, and key lessons learned.
► Featuring: Kristin Jones, OT & Alex Nelson, SLP
► Enrollees have on-demand access to this course for 180 days from enrollment.
► 2 hours of Professional Development credit
► Audience: School based SLPs, OTs and other providers who want to level up their neurodiversity affirming IEP goal writing.
🔓🔓🔓 (Therapy Neurodiversity Collective Members, this short course is included in your membership!)
✨ Included:
☑ A comprehensive slide handout
☑ Course handout for reference
☑ Certificate of Attendance for 2 hours of professional development
Through genuine and hypothetical case studies, cross-discipline collaboration, and actionable insights, participants will learn how to:
✅ Integrate SLP and OT expertise to design neurodiversity-affirming IEPs that align with student-centered, strengths-based therapy models.
✅ Replace compliance-driven interventions with evidence-based, neurodiversity paradigm approaches for K-12 special education.
✅ Apply the double empathy problem to IEP goal-setting, intervention planning, and collaborative therapy approaches.
✅ Eliminate harmful IEP goals that promote masking, behavioral compliance, or the suppression of authentic communication.
✅ Advocate for AAC as a fundamental special education accommodation and challenge policies that treat it as a last resort.
✅ Implement sensory-informed, student-led alternatives to behavior intervention plans (BIPs).
✅ Navigate anti-DEIA policies and advocate for inclusive, accessible special education services that honor neurodivergent students’ rights.
Don’t miss out!
╰┈➤ Enroll today to strengthen your collaboration with neurodiversity-affirming IEP team members, gain practical tools to advocate for Autistic and other Neurodivergent students, and develop trauma-informed goals that prioritize mental health, accessibility, and true inclusion.
Learning Outcomes
Recognize the differences between a Neurodiversity affirming approach and a compliance-based approach when working with complex learners or students who have a history of trauma.
Describe at least two Neurodiversity affirming strategies to support a student who has experienced trauma through other non-affirming interventions.
Identify the benefits of a whole team collaboration to support an Autistic or neurodivergent student when considering support strategies and goals.
Modify an existing student goal to ensure a behavior intervention plan (BIP) is Neurodiversity affirming or eliminating the need for a BIP altogether.
Kristin Jones is a Neurodivergent occupational therapist and has been practicing for 24 years, the past 14 years at the Community School of Davidson, a K-12 public charter school. She recently took a break from school therapy to homeschool her daughter with Down Syndrome. Kristin graduated from Misericordia University in 2000 with her Masters of Occupational Therapy and has worked in early intervention, a sensory-based outpatient clinic, schools, and as a feeding therapist. Kristin is an adjunct faculty member at Misericordia University, is a faculty member with Education Resources Inc., and has developed presentations for the Therapist Neurodiversity Collective non-profit organization. Kristin has a passion for listening to Autistic lived experiences, neurodiversity, and the latest research in brain development to translate this information for educators and therapists to apply in the classroom.
Alex Nelson is a current Speech-Language Pathologist for a public school system, and a prospective Special Education administrator eager to share her extensive knowledge base acquired through the support of, programming for, and deeply rooted relationships with a wide range of disabled students, ages 3-22. She is an ardent advocate for neurodiversity, accessibility, and inclusive practices, specifically with respect to students who may have distinct learning styles, complex communication needs, and/or may be doubly marginalized. Alex loves the school setting primarily because of the ability to more efficiently collaborate with various professionals for the greater good of the student. In order to best meet all of her students’ needs and facilitate a “reframing” of their profiles from a strengths-based lens, Alex has initiated and orchestrated several building-based Professional Development sessions about neurodiversity and inclusive practices for classroom teachers, and recently designed and implemented communication boards for all preschool, elementary, and town park playgrounds across her district to enhance communication among neurotypical and neurodivergent peers through play.
