Speakers: Laurel Snider, PhD., Devadrita Talapatra, PhD
3 CEs Available
Level of Activity: Introductory
Abstract:
Psychoeducational assessment practice frequently focuses on the technical aspects associated with assessing, identifying, and treating intellectual disability. Consequently, we are trained to emphasize intellectual disability as pathology and discount the experiences of children and families. In our practice, this impacts how we conceptualize an assessment battery, consult with other clinicians, consult with educators, construct report recommendations, and frame feedback to parents. This webinar will prepare participants to critically consider our discourse about students with intellectual disability and engage in assessment, report writing, and feedback that centers client capacity rather than deficits.
Objectives:
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Critically analyze how psychology frames and describes intellectual disability and explore alternative models for conceptualizing disability identity.
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Brainstorm how our beliefs and expectations for children with intellectual disability may inform our evaluation, report-writing, recommendations, and partnership with families.
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Generate professional strategies that uplift the experiences, goals, and self-determination of clients with intellectual disability.
About Dr. Snider:
Laurel A. Snider, PhD is an Assistant Professor in the School Psychology program at the University of Alabama, where she teaches coursework on assessment and diagnosis. Dr. Snider’s research focuses on how family-school partnerships can be leveraged to support the well-being of students with disabilities, particularly intellectual disability.
About Dr. Talapatra:
Devadrita Talapatra is an Associate Professor in the School Psychology Program at the University of Denver. She has two research foci: (1) increasing capacity of school psychologists to promote educational and societal access for youth with intellectual disability (ID); and (2)
exploring research and practice frameworks that support school psychology identity and pedagogy. In 2025, she was awarded the National Association of School Psychologists' Presidential Award in recognition for her exceptional service to children and school psychology and work in Disability Justice. She is the former Chair of the NASP Accessibility Task Force and the current President of the Trainers of School Psychologists and Co-Editor-in-Chief of School Psychology Training and Pedagogy.
The American Academy of Pediatric Neuropsychology (AAPdN) is approved by the American Psychological Association to sponsor continuing education for psychologists. AAPdN maintains responsibility for this program and its content.
AAPdN is recognized by the New York State Education Department's State Board of Psychology as an approved provider of continuing education for licensed psychologists #PSY-0059. AAPdN maintains responsibility for this program and its content.
*Event Cancellation Policy*
Cancellations must be submitted no later than 10 days prior to the event to receive a full refund.
Cancellations made within 10 days of the event will not be eligible for a refund.
Thank you for your understanding and cooperation. We look forward to seeing you at the event!
