By Jennifer Kiilerich
When top special education researchers, a cutting-edge dyslexia academy and research center, and influential school leaders converge at Vanderbilt University, big ideas are bound to emerge.
That is exactly what happened at the Tennessee Association of Independent Schools Neurodivergence-Informed Schools conference, hosted by the Roberts Academy at Vanderbilt University on April 30. It was a significant moment for the Roberts Academy, which opened its doors in August 2024 to serve elementary students with dyslexia. The academy is part of Vanderbilt Peabody College of education and human development.
"It was very meaningful to be selected to host this annual conference," said Roberts Academy Director Jared Clodfelter. "As a new independent school for dyslexic students, it's exciting to see the growing momentum in our peer institutions around meeting the needs of all types of learners."
In fact, TAIS Associate Director Paige Johnson (EdD'24), said the event was so popular that it reached capacity. In its fifth year, the conference gained more traction than ever before. "A lot of teachers were interested in learning more about the Roberts Academy as a transitional option for their students," she said.
The conference welcomed 84 attendees from 24 private schools representing all four corners of Tennessee. "There was a lot of excitement," said Johnson, who graduated from the same Peabody College doctor of education program as Clodfelter. "Registration filled quickly-a sign of how deeply this topic resonates with our schools." Participants included K-12 teachers, learning and behavior specialists, program directors and heads of schools, among others.
"Registration filled quickly-a sign of how deeply this topic resonates with our schools." - Paige Johnson
In a time when growing numbers of neurodiverse students are being identified in American schools, the conference addressed fresh demand for evidence-driven teaching methods. The network that Johnson and Clodfelter have been able to leverage via Peabody College, TAIS and the Roberts Academy-and throughout the state's independent schools-is emerging as an important conduit for sharing the latest research.
Cultivating flexibility in classrooms
Understanding and adapting to neurodiverse students' needs was the theme among the one-day conference's notable lineup of presenters. Keynote speaker Allen Broyles, managing director of school consulting firm MehtaCognition, kicked off the day.
Broyles noted that independent and college preparatory schools are increasingly offering bridge programs and differentiated learning opportunities but that schools should be doing even more. "The need continues to grow, and parents have higher expectations of schools," he said. "Schools need to think more broadly about the profiles they are designing learning experiences for."
If Broyles put out the call to action, then Vanderbilt researchers delivered solutions. Alexandra Bettis, assistant clinical professor of psychiatry and behavioral sciences, held an engaging session for family members of Roberts Academy students about anxiety in neurodiverse children. It was followed by a lively question-and-answer session.
Brian Weiler, associate professor of hearing and speech sciences, explored the role of language-based academic challenges. He noted that by third grade, 30 percent of science texts have complex sentences, making foundational language skills imperative to success across all subjects.
Peabody's Marcia Barnes, Dunn Family Chair in Psychoeducational Assessment, professor of special education and psychology and human development, emphasized the importance of getting off to a good start in math. She looked at the relationship between math and executive functioning, effectiveness of interventions and the need for systematic instruction in mathematics to provide effective interventions for children with or at risk for learning differences. "Math at the end of kindergarten," she pointed out, "is the strongest predictor of future success across academic subjects."
The Roberts Academy's Assistant Director Samantha Gesel, assistant professor of the practice of special education, led a hands-on chat about creating data-driven teaching frameworks. She closed out the day with a dynamic roundtable discussion on how to unpack data for differentiated instruction.
"The speakers were deeply knowledgeable and clearly passionate about their subjects," said one academic support specialist who attended. "I'm already putting several neurodiversity strategies into practice."
Participants could also attend sessions led by experts from several other Tennessee-based independent schools, including Currey Ingram Academy, Concord Academy and Davidson Academy.
Proactive involvement from the Roberts family
Members of the Roberts family, whose generous gift made the Roberts Academy possible, participated as well. Julia Roberts spent the day enjoying the conference's learning opportunities. Meanwhile, next door in the Roberts Academy school building, two of her children-Finn Murphy and Sarah-Reilly Murphy-connected with young learners.
Sarah-Reilly Murphy, who is herself dyslexic, is writing a children's book based on the experiences she and her siblings have had with the learning disability. Students at Roberts Academy listened intently as she read her story to them. Then, they had the opportunity to create their own illustrations and paintings that will be used in the final book.
It was an inspiring day for both the Roberts Academy and for TAIS conference attendees. "Vanderbilt's faculty brings a wealth of expertise to neurodiverse-informed learning, making our campus an ideal setting for this fantastic event," said Clodfelter. As it establishes itself among Tennessee's independent schools, the Roberts Academy will continue to play an active role in furthering support for neurodiverse students-on its own campus and beyond.
