Teaching and Supporting Neurodiverse Learners
Applications are open November 1 to February 1
Important Dates:
- November 1 - Applications open
- February 1 - Applications close, official supporting document deadline (no exceptions)
Overview
The typical classroom is now a complex classroom. Teachers are expected to support students with a wide range of learning, behavioural, cognitive, social, and emotional needs while creating inclusive environments where all learners can thrive. This certificate provides educators with specialized knowledge and practical tools for understanding and supporting students with exceptional learning profiles, including giftedness, learning disabilities, autism, intellectual developmental disorder, ADHD, and behavioural needs.
What you need to know
Students will learn current, research-informed strategies that can be immediately applied in educational settings. The certificate blends educational and psychological perspectives, helping educators move beyond awareness to effective action through assessment literacy, instructional planning, intervention development, and data-informed decision-making.
Teachers seeking to enhance their inclusive teaching practices, assume leadership roles in student support, or deepen their expertise in special and inclusive education.
Admitted students will receive registration information from their Graduate Program Advisor after they have received their offer of admission. The Learning Resources page contains general tuition and registration guides.
Fee details are available on the Faculty of Graduate Studies website.
Students are eligible for some internal scholarships. See the program-recommended awards page for details.
Course Schedule Information & Course Descriptions
- Program begins each Summer term (refer to the Academic Schedule for specific dates)
- Outlines are normally available 1-2 weeks prior to the start of term in D2L
- 3 units per course
- Students must take the courses in the required order.
- Course 1 is the prerequisite for Courses 2, 3 and 4.
Term 1 - Summer
Teaching Students Identified with Giftedness and/or Specific Learning Disabilities
EDPS 693.42
This course examines the identification, assessment, and instructional support of students presenting learning disabilities, giftedness, or both. Emphasizing evidence-based interventions, it prepares teachers to understand and address the diverse cognitive, social, and emotional needs of students presenting these exceptionalities.
Key Topics
- Definitions, theoretical frameworks, and provincial policies for who these students are
- Identification and assessment practices (formal and informal)
- Twice exceptionality (students with both giftedness and learning disabilities)
- Evidence-based instructional strategies and interventions
Term 2 - Fall
Teaching Students with Autism and/or Intellectual Developmental Disorder
EDPS 693.43
This course focuses on understanding of the historical and modern conceptualizations of autism and intellectual developmental disorder (IDD) across childhood and adolescence. Diagnostic frameworks, developmental course, common co-occurring conditions, behavioural characteristics, and evidence-based approaches to support and intervention are presented. Application of these principles to classrooms is discussed.
Key Topics
- Definitions and frameworks of understanding autism and intellectual developmental disorder
- Understanding of behavioural and cognitive differences, and the variability in these across individuals and development
- Evidence-based instructional strategies and interventions
Term 3 - Winter
Teaching Students with ADHD and Behavioural Needs
EDPS 693.44
This course builds on foundational knowledge of neurodevelopmental conditions by focusing specifically on attention-deficit/hyperactivity disorder (ADHD) as it presents across the lifespan, with a central emphasis on educational contexts. ADHD is examined as a disorder of self-regulation and executive functioning that directly impacts learning, behaviour, and classroom engagement. The course also considers related behavioural conditions (e.g., oppositional and conduct-related difficulties) to support differential understanding and effective classroom response. Contemporary perspectives on identification and diagnosis, heterogeneity in presentation (including in girls and women), and the dynamic interaction between students and classroom environments are explored. Evidence-informed approaches to classroom support, accommodation, and intervention are emphasized, with a focus on practical application for teachers working in diverse educational settings.
Key Topics
- ADHD, executive functioning, and self-regulation
- Heterogeneity in ADHD presentation across development and gender
- ADHD, related behavioural conditions, and co-occurring needs
- Strengths-based, neurodiversity-informed, and inclusive classroom practices
- Evidence-informed classroom strategies, accommodations, and family–school collaboration
Term 4 - Spring
Capstone: Planning & Implementing Interventions in the Classroom
EDPS 693.45
This course examines pedagogical practices including classroom environments and procedures, instruction, assessment, and data-based decision making and how these practices align with educational and psychological research. Particular emphasis is placed on critical examination of research and how evidence-based practices are supported by research, how evidence-based practices are used in schools and how this can be further developed, and ways to bring psychological research and best practices into the classroom, paired with pedagogical practices, to enhance and support the learning process for neurodiverse learners.
Key Topics
- Intervention planning & development
- Data-based decision-making
- Evidence-based & evidence-informed practices
- Goal setting & progress monitoring
- Graphing data to determine effectiveness
- Intervention fidelity