Wednesday, December 9, 2026
3:00 PM - 4:00 PM ET
.1 ASHA CEUs

As the field of speech-language pathology continues to evolve, there is an increasing need for graduate programs to reflect identity- and neurodiversity-affirming approaches to Autism in their curricular programming. This session is designed for faculty members seeking to critically revise and update their autism-related coursework to better align with contemporary perspectives and the lived experiences of Autistic individuals. Participants will be introduced to key shifts in terminology and conceptual frameworks that move away from deficit-based models toward strengths-based, identity-affirming practices. The session will provide concrete recommendations for course readings that center Autistic voices and interdisciplinary scholarship, along with guidance on integrating these materials into existing curricula. Specific instructional content will include an overview of gestalt language processing as an alternative lens for understanding language development, approaches to writing strengths-based goals, and a critique of traditional social skills interventions. In place of compliance-based approaches to pragmatics, participants will explore more authentic alternatives that honor the Autistic perspective.

Learning Objectives

Evaluate and revise Autism-related course content to align with identity- and neurodiversity-affirming frameworks, including the use of updated terminology and conceptual models.

Integrate course readings and instructional content that center Autistic voices, including the application of gestalt language processing and strengths-based approaches to goal writing.

Differentiate between traditional social skills interventions and identity-affirming alternatives to pragmatics instruction in order to apply these approaches to course design.

REGISTRATION LINK