Access Starts with Assent: Designing Neuroaffirming Goals and Environments

What if our behavior plans, IEP goals, and classroom practices were not designed to fix students, but were designed with them in mind, honoring who they are, how they learn, and what helps them feel safe and connected?

This webinar introduces the CARE (Compassionate Approaches to Regulation and Education) Collective framework, developed through Kent ISD, which integrates trauma-assumed, anti-ableist, and neuro-affirming perspectives across four key strands. Participants will explore how our beliefs about behavior, learning, and identity shape the systems we create and how a shift toward connection, regulation, and dignity can transform support for all learners.

We will begin with the Brain Behind Behavior, focusing on how nervous system regulation is the foundation for engagement, safety, and learning. Rather than centering compliance, the CARE approach prioritizes co regulation and connection as the gateway to participation. The session will also explore the remaining CARE strands including Abolishing Ableism by shifting language and beliefs, applying Universal Design for Learning to challenge the readiness myth, and using Neuro-aligned Instructional Design to build classrooms that honor autonomy, flexibility, and joy.

This session is designed for professionals who want to deepen their awareness of inclusive, values driven practices. Through reflection and exploration, participants will consider how to move toward planning and support that affirms identity and builds true access for every student.

Learning Objectives:

• Describe how nervous system regulation impacts behavior, engagement, and learning.
• Identify ways in which ableist language and beliefs may show up in traditional educational and behavioral practices.
• Explain how Universal Design for Learning can shift supports from earned access to presumed participation.
• Recognize the importance of student autonomy, voice, and co regulation in designing neuroaffirming goals and environments.
• Reflect on how their current practices align or misalign with the values of trauma assumed, anti ableist, and neurodiversity affirming support.

Abbey Mix, LMSW, BCBA, LBA – As a Board Certified Behavior Analyst, I have over a decade of experience supporting autistic students and students with high behavior support needs through values driven behavior assessment and intervention. My applied work has focused on developing high quality FBAs and PBSPs, coaching teams to implement assent based practices, and integrating co regulation and nervous system awareness into behavior support planning within public school settings.