Completed Events
Behaviour Management for Children with Neuro-Developmental Disorders Date
28th June 2025
This workshop gave the participants an extensive understanding of the relationship between brain development and behaviour as well as practical strategies for effective intervention. Educators, rehabilitation professionals, and students took part to understand conceptually and apply skill-building. Sessions emphasized key topics such as neuroplasticity, critical developmental periods, and the importance of individualized interventions. The workshop helped participants to strengthen their ability to interpret behaviour scientifically and utilize organized, moral, and situationally relevant methodologies within educational and therapeutic settings.
Embracing Neurodiversity: A School Leadership Program
12th September 2025
Aimed to prepare educators and school leaders with the knowledge and skills needed to create an inclusive educational environment. Through reflective activities, experiential learning, and collaborative tasks, participants explored concepts such as equity versus equality, trauma-informed practices, and the influence of leadership in making inclusive school cultures. Legal literacy and linking policies such as NEP 2020 to classroom settings were also emphasized in the program. Hands-on components such as developing Individualized Education Plans (IEPs) and vision-building exercises to design more inclusive schools. The workshop combined policy, leadership, and educational practice, encouraging the participants to implement meaningful inclusive strategies within their own institutions.
Certificate Program in Discrete Trial Training (DTT)
31 October - 16 November 2025
This training offered a rigorous skill-based training in Applied Behaviour Analysis(ABA) for autism education. It followed a blended format with 30 hours of online instruction and 2 days of offline training. Through these multiple sessions, the program combined theoretical foundations with hands-on practice. The participants were introduced to cognitive theories of autism, principles of ABA, and the structured components of DTT, including reinforcement, prompting, data recording, and program evaluation. Through demonstrations, peer practice, and supervised exercises, participants strengthened their abilities in designing and executing individualised intervention programs. The program emphasized constancy in intervention delivery and evidence-based practice, enabling learners to enhance learning outcomes for individuals with autism in educational and therapeutic environments.
Master Class on Autism and Learning Disabilities
24 February 2026
The class offered the students an engaging platform for experiential and reflective learning. Through a neurodiversity- affirmative approach, the session highlighted the strengths, contextual challenges, and the role of accommodations in shaping outcomes. With simulations and case-based discussion, participants developed a deeper understanding of the real lived experiences of those with neurodevelopmental conditions. The session further addressed ethical considerations within clinical practice, emphasizing the necessity of empathy, early diagnostic screening, and individualized intervention planning.
From Awareness to Acceptance
20 February 2026
Focused attention on the underrepresented area of autism in adulthood. Emphasized the necessity of lifelong support and involvement. Mental health professionals, students and practitioners were brought together to focus on the support needs, mental health concerns, well-being of caregivers and pathways to independent living. Experts explained the importance of inclusive education, employment opportunities, and ethical professional practices when working with those on the spectrum. The discussions encouraged a transition from simply raising awareness to fostering genuine acceptance and systems that uphold the dignity and quality of life of autistic individuals.
Understanding Adult ADHD: Perspectives, Strengths, and Support
26 February 2026
Offered an extensive understanding of ADHD in years of adulthood from a neurodiversity affirmative lens. Through the sessions, participants were able to explore core aspects which involved psychosocial challenges dealt with across education, employment and relationships. It also introduced them to evidence based strategies for daily functioning, including adaptive interventions and structured routines. The program also highlighted the importance of ethical clinical practices, comprehensive assessment and interdisciplinary collaboration. Participants' critical understanding of diagnosis and intervention was deepened further through the discussion that followed after the reflective film screening.
