Equipping Professionals to Serve Students Equitably and Effectively

Neurodiversity & Inclusion Certificate

Program Description

Designed for teachers, administrators, and all other professionals whose work impacts students within and outside of schools, the VT-HEC Neurodiversity & Inclusion program aims to support participants in shifting their own professional practice to become increasingly neurodiversity-affirming. While the previous program focused primarily on autism, the current course sequence has broadened in scope to consider all neurodivergent identities, including ADHD, Dyslexia, and other learning and thinking differences.

Participants who complete the program’s full course sequence will receive a graduate certificate in Neurodiversity and Inclusion and will leave with a robust set of skills in high-impact areas, such as implementing Universal Design for Learning; ethically, equitably and effectively guiding behavior; and providing appropriate supports around executive function and regulation.

Program graduates will be prepared to share their knowledge with colleagues and help lead the work of their districts in this important area.

View Timeline & Course Descriptions View Upcoming Courses

Why Neurodiversity?

In the Neurodiversity Paradigm, the varied ways in which people experience, process, and navigate the world are viewed as a source of strength and acknowledged for the richness they add to our communities, both within schools and beyond. Embracing this perspective allows professionals to more effectively meet the learning needs of all students while adopting strategies that support agency, autonomy, and growth in the context of genuine inclusion.

Application and Program Requirements

Enrollment in the full certificate program requires a Bachelor’s Degree and submission of a letter of intent to the program director.

If you have questions or would like to learn more, please contact the program director, Hannah Markos at [email protected].

Program Timeline + Course Descriptions

View Upcoming Courses

Professionals can take the program at the pace that works best for them. Most participants take one course per semester, with core courses typically offered in spring and fall and electives available in summer. The program can be completed in 2- 3 years or more, depending on the participant’s individual pace.

Some of the courses and workshops offered through the NDI program may be taken by any interested participant as a stand-alone experience.

This program is designed with the working professional in mind. Many of the courses are workshop based, with strong emphasis on field work and application of concepts. Most courses are offered online and include synchronous meetings and substantial feedback and support, while offering the flexibility of asynchronous work. Although future courses may include an in-person component, all courses will offer an online-only option to limit barriers to participation as much as possible.

Core Courses

Must take all five to earn the certificate.

An introduction to the history, major concepts, and key vocabulary central to the Neurodiversity movement and paradigm, with a focus on Neurodiversity Affirming, Trauma Informed teaching and resisting ableism and implicit bias by building reflective practices.

An exploration of UDL in the context of neurodiverse classrooms with an emphasis on creating cultures of belonging and troubleshooting scenarios where student needs may be in conflict.

The history and evolution of behavioral modalities and interventions in Special Education provides grounding and context for this course’s central themes: holistically and effectively understanding the origins of behavior; creating learning environments that reduce barriers to access and meet students’ needs; and providing affirming and effective supports to all students

An investigation of the sensory components of cognition and communication, resulting in a foundational understanding of the neurobiological development of sensory processing and the importance of integrating the senses for functional and accessible learning and communication.

This brand new course is still under development. It aims to support professionals across disciplines in building key skills and background knowledge that will enable them to advocate for students in an increasingly effective and neurodiversity affirming way.

Elective Courses

Must take at least one to earn the certificate.

Electives allow participants to further tailor the program to address their specific professional needs and interest areas. These courses cover a wide range of topics viewed through a neurodiversity lens. Possible courses include:

The focus of this course is to provide participants with the necessary components to create an effective school program for students with complex needs. Emphasis will be placed on choosing and utilizing appropriate assessment procedures, utilizing structured teaching strategies, creating individual educational programs, and collaborating in the general education setting. This course will look at all areas of development for children with low-incidence disabilities including cognitive, motor, social, communication, safety, domestic living, and recreation/leisure. Students will also learn the rules and regulations that drive their professional responsibilities relative to the development of IEPs and will become competent at leading a team through the IEP process, resulting in an appropriate and meaningful IEP for each student.

Course description coming soon!

This course is designed to help participants identify students who experience a reading disability and who have barriers to learning to read. Participants will gain critical assessment skills necessary to evaluate students’ development and strengths and weaknesses in literacy and use this information to design appropriate instruction and support for these students.

The internship experience is competency-based, reinforcing course content as well as exposing the intern to important experiences and opportunities to ensure the development and implementation of effective programs for learners eligible for special education services. Interns receive direction, guidance, and direct feedback from a field-based mentor as well as a VT-HEC/Spec Ed supervisor. Together they design an individual student plan, based on a self-assessment plan (SAP), to track obtained competencies and set goals for identified needs. Along with formative evaluation based on direct observation of the intern’s performance, summative evaluation in the form of grades on internship products will be provided by VT-HEC Supervisors. Students must have successfully completed four of the required VT-HEC Special Education courses including Special Education Assessment (all 3 sections) and Meeting the Instructional Needs of all Students: Moderate to Severe Disabilities, in order to be eligible for the internship.

Course description coming soon!

GUIDING YOU WITH EXPERTISE

Course Instructors

Molly Bumpas

Molly Bumpas

Molly is a clinical assistant professor in the Department of Communication Sciences and Disorders at UVM. She serves on a multidisciplinary team in the Autism Assessment Clinic within the Vermont Center for Children, Youth and Families. She also teaches an intensive caregiver training program for families with young children on the autism spectrum. In addition, she provides clinical supervision to graduate students working in the E.M. Luse Center providing speech-language assessment and intervention. Areas of interest include interprofessional collaboration and practice in autism assessment and treatment, as well as evidence-based practices in autism early intervention.
Hannah Bloom, MOTR/L

Hannah Bloom, MOTR/L

Hannah is a pediatric occupational therapist with years of experience working with families and children in diverse environments. She specializes in helping children and their families navigate sensory processing difficulties and environmental access needs to improve their quality of life. After starting her career in New Mexico, Hannah returned to Vermont to continue her practice and expand her expertise. Her approach integrates sensory processing therapy, co-regulation techniques, and relationship-based strategies to support holistic development. Hannah is passionate about understanding development through the interconnection of sensory processing, regulation, and relationships. Her work focuses on educating professionals and families about sensory processing and regulation, aiming to enhance children’s engagement and participation in meaningful activities.
Leah Sophrin, M.S., CCC-SLP

Leah Sophrin, M.S., CCC-SLP

Leah is a speech language pathologist who works with adults and children in her private practice and as an Augmentative and Alternative Communication (AAC) Consultant at the VOICE AAC Center in Montpelier, VT. Her private practice supports individuals with diverse needs to (re)claim their voice, create connection between their communication and identity, and cultivate a community of support and encouragement for those with unique or challenging communication needs. Leah’s clients include children and adults with autism, down syndrome, individuals who’ve experienced a brain injury or stroke, and individuals who identify as transgender and are seeking to access a voice that allows for the expression of who they are. Leah is co-host of Reframe Your Brain, a podcast where she, Danielle Kent, and guests delve into re-imagining the field of Speech Language Pathology as more creative, energizing, equitable and sustainable.