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C. S. Wyatt — From Checklists to Conversations: Preparing Neurodivergent Students for College
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In this conversation, Michelle sits down with educator and accessibility advocate Dr. C. S. Wyatt to demystify the leap from K–12 supports to college reality—and how listening (not just checklists) drives real inclusion online and in the classroom.
Dr. Wyatt shares:
- The cliff at 18. IDEA/IEP and most K–12 protections end at adulthood; in higher ed, students must personally contact Disability Services to receive ADA/504 accommodations—and parents can’t do it for them.
- Why online “access” often isn’t accessible. PDFs and one-size-fits-all templates fail many learners; give students control over font, size, color, reminders, and formats—and pair online shells with real human mentoring.
- Teach self-advocacy early. Start in elementary school: “I can’t see the board,” “I need quiet headphones,” “Can I get the notes in plain text?”—so it’s automatic by college.
- Accommodations vs. core requirements. Extra time on a general-ed essay? Often yes. Extra time in a chemistry lab or during clinical tasks that can’t pause? Often no—if it changes the nature of the course or profession.
- Parent mindset that works. Lead with listening. When your child can’t find the words (dysgraphia, motor planning, language), bring in specialists to help you “hear” what they mean.
Quote to tape on the fridge:
“Ask the student what they need—and believe the answer. Then build the class around that truth.”
Whether your learner is eye-typing on a device or juggling ADHD in a Canvas shell, Dr. Wyatt’s message is simple: relationships first, formats second—and start practicing self-advocacy long before move-in day.
👤 About Dr. C. S. Wyatt
Dr. Wyatt is a college instructor and researcher focused on accessibility, universal design, and communication for neurodivergent students. A technology professional turned professor—and a parent of two neurodivergent daughters—he blends lived experience with evidence-based practice to make higher education genuinely usable.
🔗 Connect with Dr. Wyatt
Website: tameri.com/autisticme
Link hub: linktr.ee/cswyatt
Email: [email protected]
#ComplexKidsSimpleSolutions #CollegeReady #IEPtoADA #Neurodiversity #UniversalDesign #ParentAdvocacy
Listen to this episode and more at
https://wisdom4complexkids.com/complexkidssimplesolutions
🎧 Connect with Michelle:
Website: www.wisdom4complexkids.com
Instagram: @michellechoairy
Join the community: Wisdom 4 Complex Kids Facebook Group
💌 Have a question or want to share your story? Email Michelle at [email protected]
🧠 Want simple tools that actually work?
Download the free advocacy toolkit: wisdom4complexkids.com/the-ultimate-advocacy-toolkit-pdf
View all episodes
By Michelle ChoairySend us a text
In this conversation, Michelle sits down with educator and accessibility advocate Dr. C. S. Wyatt to demystify the leap from K–12 supports to college reality—and how listening (not just checklists) drives real inclusion online and in the classroom.
Dr. Wyatt shares:
- The cliff at 18. IDEA/IEP and most K–12 protections end at adulthood; in higher ed, students must personally contact Disability Services to receive ADA/504 accommodations—and parents can’t do it for them.
- Why online “access” often isn’t accessible. PDFs and one-size-fits-all templates fail many learners; give students control over font, size, color, reminders, and formats—and pair online shells with real human mentoring.
- Teach self-advocacy early. Start in elementary school: “I can’t see the board,” “I need quiet headphones,” “Can I get the notes in plain text?”—so it’s automatic by college.
- Accommodations vs. core requirements. Extra time on a general-ed essay? Often yes. Extra time in a chemistry lab or during clinical tasks that can’t pause? Often no—if it changes the nature of the course or profession.
- Parent mindset that works. Lead with listening. When your child can’t find the words (dysgraphia, motor planning, language), bring in specialists to help you “hear” what they mean.
Quote to tape on the fridge:
“Ask the student what they need—and believe the answer. Then build the class around that truth.”
Whether your learner is eye-typing on a device or juggling ADHD in a Canvas shell, Dr. Wyatt’s message is simple: relationships first, formats second—and start practicing self-advocacy long before move-in day.
👤 About Dr. C. S. Wyatt
Dr. Wyatt is a college instructor and researcher focused on accessibility, universal design, and communication for neurodivergent students. A technology professional turned professor—and a parent of two neurodivergent daughters—he blends lived experience with evidence-based practice to make higher education genuinely usable.
🔗 Connect with Dr. Wyatt
Website: tameri.com/autisticme
Link hub: linktr.ee/cswyatt
Email: [email protected]
#ComplexKidsSimpleSolutions #CollegeReady #IEPtoADA #Neurodiversity #UniversalDesign #ParentAdvocacy
Listen to this episode and more at
https://wisdom4complexkids.com/complexkidssimplesolutions
🎧 Connect with Michelle:
Website: www.wisdom4complexkids.com
Instagram: @michellechoairy
Join the community: Wisdom 4 Complex Kids Facebook Group
💌 Have a question or want to share your story? Email Michelle at [email protected]
🧠 Want simple tools that actually work?
Download the free advocacy toolkit: wisdom4complexkids.com/the-ultimate-advocacy-toolkit-pdf