Join our workshop to learn how to better support and include neurodiverse and autistic students in higher education. We will explore two primary frameworks for understanding autism - the medical model and the neurodiversity perspective - and discuss how these approaches impact teaching practices. Gain practical strategies for creating inclusive classroom environments while challenging deficit-based views of autism. 

This workshop is facilitated by Assistant Director of the Office of Disability and Equity, Reem Hamodi. Reem became interested in the disability services field upon arriving in the United States. As a person who is totally blind, Reem did not have access to reading materials as a young student due to the lack of services in their country, and her mother used to record all the books for them. Reem started herr journey by attending the Colorado Center for the Blind, where she learned how to be independent and use assistive technology. Reem received an Associate of Arts in Psychology from the Community College of Aurora and a bachelor's degree in psychology from the University of Colorado Denver. In 2018, Reem began working as a Disability Coordinator at the Community College of Aurora, and in 2020, they received an MS in Disability Services in Higher Education from Cuny School of Professional Studies. In 2022, Reem accepted a part-time position as a Senior Accessibility Tester at the University of Colorado Boulder. Last year, Reem was promoted to Assistant Director of the Office of Disability and Equity. Currently, Reem is pursuing certificates from Landmark College in Learning Differences and Neurodiversity and Empowering Students Through Coaching at JST Coaching & Training.

Learning Outcomes

• Explore the medical model and neurodiversity perspectives on autism and their impact on teaching.
• Review common characteristics of autism in educational settings.
• Understand the diverse manifestations of autism across individuals.
• Discuss evidence-based teaching strategies that support neurodiverse autistic students' learning.

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