Kelly Lynn Redden

Skills

Areas of Academic Expertise
Special Education
Inclusive Education
Autism Spectrum Conditions
Attention-Deficit/Hyperactivity Disorder (ADHD)
Dyslexia
Neurodiversity
Learning Disabilities
Intellectual and Developmental Disabilities
Behaviour Analysis
Behaviour Support
Positive Behaviour Support
Behaviour as Communication
Executive Functioning
Emotional Regulation
Social and Emotional Learning (SEL)
Universal Design for Learning (UDL)
Inclusive Pedagogy
Differentiated Instruction
Curriculum Development
Instructional Design
Educational Assessment
Individualized Education Programme (IEP) Development
Intervention Planning
Educational Psychology
Disability Studies
Sensory Integration
Communication Development
Transition Planning
Assistive and Inclusive Learning Strategies
Teaching and Learning
Undergraduate Teaching
Postgraduate Teaching
Adult Education
Professional Development
Continuing Professional Development (CPD)
Teacher Training
Clinical Education
Practical Skills Training
Workshop Facilitation
Seminar Delivery
Lecture Design and Delivery
Guest Lecturing
Blended Learning
Online Teaching
Distance Learning
Learning Outcomes Development
Assessment Design
Student-Centred Learning
Active Learning Strategies
Experiential Learning
Allied Health and Rehabilitation
Interdisciplinary Collaboration
Occupational Therapy Collaboration
Speech and Language Therapy Collaboration
Physiotherapy Collaboration
Rehabilitation Support
Functional Skills Development
Independent Living Skills
Community Integration
Person-Centred Planning
Clinical and Professional Practice
Comprehensive Assessment
Functional Behaviour Assessment
Needs Analysis
Coaching
Neurodiversity Coaching
Career Coaching
Executive Coaching
Parent Coaching
Workplace Coaching
Consultation
Case Management
Programme Evaluation
Progress Monitoring
Data Collection
Evidence-Based Practice
Strengths-Based Practice
Trauma-Informed Practice
Ethical Practice
Specialist Approaches
Applied Behaviour Analysis (ABA)
Pivotal Response Treatment (PRT)
Picture Exchange Communication System (PECS)
SCERTS Framework
Low Arousal Approaches
Design Thinking
Executive Function Coaching

About

Bio Kelly Lynn Redden

With more than 30 years of international experience across education, coaching, consulting, and training, I have worked extensively with children, adolescents, and adults with autism, ADHD, dyslexia, and diverse cognitive and behavioural profiles across a wide range of cultural contexts. My work has consistently focused on understanding the individual beyond diagnostic labels through comprehensive assessment, relationship-building, and the development of highly individualized educational, behavioural, and professional support strategies.

My professional background spans schools, universities, families, clinical settings, workplaces, and international organisations, allowing me to bridge educational, therapeutic, and organisational perspectives in a uniquely integrated way. Drawing upon both professional expertise and lived experience with autism, I bring a deeply empathetic, strengths-based, and ethically grounded approach to my work, with particular emphasis on psychological safety, dignity, wellbeing, and authentic inclusion.

My areas of expertise include autism, ADHD, dyslexia, executive functioning, sensory integration, Social Emotional Learning (SEL), Universal Design for Learning (UDL), instructional design, inclusive pedagogy, Design Thinking, low arousal approaches, behavioural support, communication development, emotional regulation, and neurodiversity-affirming practice. Additional specialist training and implementation experience include PECS (Picture Exchange Communication System), PRT (Pivotal Response Treatment), SCERTS, Applied Behaviour Analysis, curriculum development, individualized intervention planning, and professional development programme design.

Throughout my career, I have provided coaching, consultation, and training services for children, teens, adults, parents, educators, leadership teams, HR professionals, and multidisciplinary support staff. My work within educational and organisational environments focuses on creating sustainable systems of support that enhance wellbeing, strengthen communication, foster self-advocacy, and improve long-term outcomes for neurodivergent individuals.

In educational and family contexts, my work emphasizes individualized support, emotional wellbeing, executive functioning, communication, behaviour as communication, and the development of inclusive environments that recognize and value neurodivergent ways of thinking and learning. Within professional and organisational settings, my engagements focus on employee wellbeing and mental health, inclusive leadership, neurodiversity-informed talent development, equitable recruitment practices, and the cultivation of psychologically safe cultures where neurodivergent individuals can meaningfully contribute and thrive.

In addition to direct practice, I have delivered training and consultation internationally throughout Belgium, Senegal, Bulgaria, Saudi Arabia, Kuwait, Bahrain, Jordan, the Netherlands, Latvia, Luxembourg, Malaysia, China, Mongolia, and the United States. These experiences have provided extensive cross-cultural insight and strengthened my ability to adapt approaches sensitively across educational, social, and organisational systems while maintaining a strong commitment to inclusion, ethics, and human dignity.