Presenter: Dixie Burns, Madison Area Technical College

As we navigate the complex landscape of education within the context of diverse cognitive styles, understanding and fostering inclusive environments is paramount. This presentation aims to provide attendees with practical insights into creating neuro-affirming learning environments while promoting positive mental health among students of all neurotypes.
 
Dixie Burns, Madison College faculty and neurodivergent educator and advocate, will share how she navigated her personal and professional neurodiverse journey, which ultimately served as a catalyst for creating a neuro-affirming classroom. By combining principles of universal design, trauma informed pedagogy, and ideas from neurodiversity in education, Dixie’s classes have gone from not just being neuro-inclusive, but to neuro-affirming. This session will provide an overview of implemented practices, feedback from students, and plans to collect additional data for future improvements. 
 
The proposed session addresses key themes relevant to the conference’s theme by focusing on the following core areas:
1.    Gain an understanding of neurodiversity in education and its impact on the learning environment.
2.    Identify considerations for neurodiverse learners and neuro-affirming spaces.
3.    Explore principles and frameworks that support neuro-affirming spaces.
4.    Identify neuro-affirming classroom strategies .
5.    Reflect on self-awareness, mindfulness, and other support mechanisms essential for nurturing healthy minds and a neuro-affirming classroom .
 
This engaging workshop caters primarily to teachers, faculty, administrators, counselors, and instructional designers seeking fresh perspectives regarding inclusionary pedagogy grounded in empathy and respectful dialogue. Upon completion of the session, attendees should walk away equipped with ideas and strategies they may implement immediately.