Flipping the Autism Narrative in Schools: What does this kind of therapy look like?



Flipping the Autism Narrative in Schools: What does this kind of therapy look like?

► Panelists: Julie Roberts, M.S., CCC-SLP, ASHA Certified Speech-Language Pathologist, Kim Rawls, Speech-Language Pathologist Assistant, and Christie Leday, Speech-Language Pathologist Assistant.

► On-Demand Course: Learners have access to the recording and resource links from the date of enrollment.

Who Should Enroll:

  • Educators and therapists seeking to adopt a neurodiversity-affirming approach.
  • School administrators interested in inclusive education practices.
  • Families and caregivers of autistic students.
  • Anyone passionate about understanding and supporting neurodiversity in education.


(Therapy Neurodiversity Collective Members, this course is included in your membership!)


Empowering Voices: How we provide Neurodiversity-Affirming therapy services in Public Schools

Join Therapist Neurodiversity Collective in an enlightening and transformative panel discussion with Autistic speech-language pathologist and founder of Therapist Neurodiversity Collective, Julie Roberts and two dynamic speech-language pathologist assistants, Kim Rawls, and Christie Leday as they talk about flipping the autism narrative through neurodiversity-affirming therapy practices. Julie, Kim and Christie offer a fresh perspective on supporting K – 12, speaking and non-speaking autistic students, as they share their personal stories, “light-bulb moments” and lessons learned through their journey to change the way they provide special education autism services in the public school system.


  • How we shifted from managing autistic behavior to providing relationship-based, safety-oriented, and empowering autism services.
  • Our personal journey: How changing our approach not only benefited our students but also enhanced our own professional fulfillment.
  • Understanding and embracing non-speaking students’ voices and communication methods.
  • The pivotal role of relationship, safety, and empowerment in autism services.
  • Strategies for moving away from trying to make autistic students “pass” as neurotypical.
  • Why addressing the real academic needs of autistic students, and advocating for their accommodations and supports improves their mental health outcomes.
  • Why engaging in meaningful school and family education about contemporary autism research is vital, especially in PBIS schools.


Join Therapist Neurodiversity Collective for this free evidence-based panel discussion and leave with a new understanding of what neurodiversity-affirming special education services can look like for autistic students!

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