Creating Neurodiversity-Affirming Schools

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin explore the intersection of mental health and neurodivergence. They reflect on how unmet needs and unsupportive environments can lead to anxiety, depression, and school avoidance—and how affirming approaches can foster resilience and well-being.

They're joined by Dr. Andrew Kahn, licensed psychologist and Associate Director of Expertise and Strategic Design at Understood.org. Drawing from both his professional experience and personal neurodivergent identity, Dr. Kahn shares insight into how school systems can better support students' mental health through systemic changes, not just individual interventions.

Key topics include:

• How unsupported ADHD and autism can manifest as anxiety and depression

• The impact of school environments on neurodivergent students' mental health

• Differentiating between mental health conditions and neurodivergent identities

• Why Universal Design for Learning (UDL) benefits all students

• Strategies for building self-awareness and self-advocacy skills

• How clinicians and educators can collaborate to support student well-being

Resources mentioned:

• Dr. Andrew Kahn – Understood.org

• Neurodiversity-Affirming Schools online courses – Learn more here

• Amanda Morin & Emily Kircher-Morris's book: Creating Neurodiversity-Affirming Schools

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin dive into how educators can shift IEPs, 504 Plans, and personalized learning plans from compliance-focused documents to strength-based frameworks. They discuss the importance of incorporating student voices and considering their unique strengths and needs.

Emily and Amanda are joined by Karen Brown, Director of Gifted Education at Paradise Valley Unified School District. With over 35 years of experience, Karen shares innovative, practical approaches for creating inclusive, affirming learning environments, especially for twice-exceptional (2e) students.

Key topics include:

• How educators can shift from deficit-focused to strengths-based approaches in IEPs and 504 Plans.

• Practical ways to incorporate student voice authentically into learning plans, even for younger students.

• Strategies for recognizing and supporting neurodivergent students who may not have formal diagnoses or plans.

• The importance of ongoing assessment and revision of accommodations to ensure effectiveness.

• Real-life classroom strategies like movement zones, flexible seating, and self-regulation toolboxes.

• Reframing "interventions" as "success plans" to emphasize potential rather than problems.

Resources mentioned:

• Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported by Emily Kircher-Morris and Amanda Morin

• A Teacher's Guide to Flexible Grouping and Collaborative Learning by Karen Brown – NAGC Book of the Year (2019)

• Neurodiversity University Educator Hub

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin explore what it really means to implement strengths-based instruction. They share personal stories and professional insights to unpack common misconceptions and help educators move beyond surface-level approaches to recognizing student strengths.

Emily and Amanda are joined by Kareem Neal, an award-winning educator and inclusion advocate who brings over 25 years of experience as a self-contained special education teacher. Kareem shares how focusing on student strengths—not just interests or academic labels—can transform school communities and expand how we define success.

Key topics include:

• How educators can shift beyond interest-based instruction to holistic strengths-based practices

• The importance of recognizing non-academic strengths like adaptability, resilience, and authenticity

• Why inclusion requires a mindset shift—not just a placement decision Kareem's "class swapping" model and how it builds respect and connection between students

• Practical ways to highlight strengths in neurodivergent students and use them as a foundation for growth

Resources mentioned:

• Creating Neurodiversity-Affirming Schools online courses – Learn more

• Learn more about Kareem Neal

• Universal Design for Learning (UDL) principles – CAST UDL Guidelines

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin explore what it means to communicate in ways that support and empower neurodivergent students. They reflect on their own experiences and highlight how language, tone, and intention shape our relationships with learners.

Emily is joined by Meg Wolf, a twice-exceptional educator and founder of Neurodiverse Connections. Meg brings both professional insight and lived experience to the conversation, sharing how we can shift from correction and compliance to curiosity and collaboration.

Key topics include:

• How educators can shift from "Why haven't you…" to "What do you need?"

• The importance of neutral, nonjudgmental language in classroom communication

• Understanding fluctuating capacity and honoring student bandwidth

• Teaching and modeling self-advocacy through "co-advocacy"

• Strategies to scaffold communication and reduce power struggles

• Why presuming competence and reducing hierarchy matters

• How direct communication may be interpreted differently depending on power dynamics and neurotype

• Encouraging students to ask for clarification and use alternative phrasing

• Building rapport to support behavior interpretation and engagement

Resources mentioned:

• Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported by Emily Kircher-Morris and Amanda Morin – Order here

• Neurodiversity-Affirming Schools PD Courses

• Neurodiverse Connections –Learn more

In this episode of Creating Neurodiversity-Affirming Schools, Amanda Morin and Emily Kircher-Morris explore how sensory experiences impact student learning. They discuss how classroom environments can either support or hinder students' ability to focus, regulate emotions, and access learning—and what educators can do to create spaces that work for all learners.

Amanda and Emily are joined by Keri Wilmot, a pediatric occupational therapist with over 20 years of experience. Keri specializes in supporting children and families through sensory integration strategies and is the author of Wired Differently: A Teacher's Guide to Understanding Sensory Processing Issues.

Key topics include:

• Why unmet sensory needs can be invisible barriers to learning

• How educators can shift from behavior-focused to sensory-informed responses

• Practical classroom adjustments to reduce visual and auditory overstimulation

• The importance of student autonomy and flexible sensory supports

• How sensory-friendly environments benefit all students—not just those with diagnoses

Resources mentioned:

• Wired Differently: A Teacher's Guide to Understanding Sensory Processing Issues by Keri Wilmot

• The Genius of Play – thegeniusofplay.org

• Understood.org – understood.org

• Neurodiversity-Affirming Classroom Audit & Student Sensory Inventories

• Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported by Emily Kircher-Morris and Amanda Morin – Order here

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin explore what it means to build emotionally competent classrooms. They discuss how educators can develop their own emotional competence to foster healthier learning environments and support neurodivergent students more effectively.

Emily and Amanda are joined by Juliana Urtubey, 2021 National Teacher of the Year, who shares her insights on how emotional competence impacts both educators and students. Juliana, a nationally board-certified teacher and advocate for inclusive education, highlights the importance of self-reflection, relationship-building, and culturally affirming practices in the classroom.

Key topics include:

• Understanding emotional competence as an ongoing journey for both teachers and students

• How educators' knee-jerk reactions to student behavior can impact classroom dynamics

• The importance of self-reflection in building relationships with students

• Strategies for repairing relationships after moments of frustration or miscommunication

• Using think-alouds to model emotional regulation for students

• How cultural and linguistic identity influences emotional competence and social expectations in classrooms

Resources mentioned:

• Creating Neurodiversity-Affirming Schools by Emily Kircher-Morris and Amanda Morin – Order here

• Online courses for educators on neurodiversity-affirming practices – Learn more

• Juliana Urtubey's advocacy and resources – More about her work

In this episode of Creating Neurodiversity-Affirming Schools, Amanda Morin and Emily Kircher-Morris explore classroom behavior management through a neurodiversity-affirming lens. They reflect on traditional behavior systems, their impact on neurodivergent students, and how educators can shift toward more supportive practices.

They are joined by Elizabeth Sautter, a speech-language pathologist, author, and trainer specializing in social communication, emotional regulation, and executive functioning. Elizabeth shares her journey of evolving her practices, including revising her well-known "Whole Body Listening Larry" materials to be more inclusive and affirming for neurodivergent learners.

• The unintended harm of traditional behavior management systems

• The emotional impact of compliance-driven models on neurodivergent students

• Why educators need to unlearn outdated behavior practices

• Shifting from short-term compliance to long-term skill development

• Elizabeth Sautter's evolution in supporting neurodivergent learners

• Emphasizing regulation over compliance in the classroom

• How educators can model a growth mindset and adapt their practices

• Make Social and Emotional Learning Stick by Elizabeth Sautter – Order here

• Zones of Regulation – Learn more here

• Whole Body Listening Larry resources – Updated materials

• Neurodiversity-Affirming Schools by Amanda Morin & Emily Kircher-Morris – Order here

• Educator training and consultation with Amanda & Emily – Find out more

In this episode of Creating Neurodiversity-Affirming Schools, Amanda Morin and Emily Kircher-Morris explore the complexities of masking, camouflaging, and authenticity in neurodivergent students. They discuss why students engage in these behaviors, the cognitive and emotional costs, and how educators can create environments that support choice and self-expression.

Amanda and Emily are the authors of Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported and bring deep expertise in supporting neurodivergent learners in education.

• The difference between masking (suppressing traits) and mimicking (adopting behaviors) under the umbrella of camouflaging

• How camouflaging impacts students' mental and emotional well-being

• The benefits and drawbacks of masking in different contexts

• The TRUE Framework to help students navigate authenticity and camouflaging:

• Trust your feelings

• Reflect on camouflaging

• Understand your needs

• Experiment with expression

• The importance of offering choice—supporting students in deciding when, where, and with whom to mask

• Creating safe, affirming spaces where students feel comfortable unmasking without pressure

• Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported

• The Neurodiversity Podcast

• Professional development and consultation on neurodiversity-affirming practices – Learn more

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin explore Universal Design for Learning (UDL) and how it can transform classrooms into inclusive, supportive environments for all students. They discuss practical ways educators can shift their teaching approaches to better serve neurodivergent learners without creating extra work—while benefiting every student in the room.

Emily and Amanda are joined by Allison Posey, Senior Content Editor and Learning Designer at CAST, an organization at the forefront of UDL implementation. Allison shares her expertise on integrating UDL into classrooms to reduce barriers and foster student success.

Key topics include:

• How everyday examples of universal design (e.g., automatic doors, closed captions, transcription software) illustrate the power of inclusive design.

• Shifting mindsets: Designing lessons for diverse learners from the start, rather than retrofitting accommodations later.

• Addressing concerns about "learned helplessness"—why UDL fosters independence and skill-building instead.

• Clarifying learning goals: Distinguishing between the goal and the activity to allow for flexible, creative demonstration of understanding.

• Practical first steps: Identifying where teachers are already using UDL principles and building from there.

Resources mentioned:

• CAST (Center for Applied Special Technology) – Explore UDL resources here

• Engage the Brain: How to Design for Learning That Taps Into the Power of Emotion by Allison Posey (ASCD, 2018)

• Unlearning: Changing Your Beliefs and Your Classroom with UDL by Allison Posey and Katie Novak (CAST Professional Publishing, 2020)

Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported by Emily Kircher-Morris and Amanda Morin

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin take on a challenging yet vital topic: dismantling ableism in education. They explore how ableism is often unintentionally built into school systems and classroom practices and discuss the importance of reflecting on our biases to create more inclusive and supportive learning environments for neurodivergent students.

Emily and Amanda are joined by Tim Villegas, Director of Communications for the Maryland Coalition for Inclusive Education and founder of Think Inclusive. Tim shares his insights from years of experience in special education and his personal journey toward recognizing and addressing ableism in educational settings.

Key topics include:

• Understanding ableism in schools and how it impacts neurodivergent students.

• The difference between the medical model and the social model of disability.

• How internalized ableism affects students' self-perception and willingness to use accommodations.

• The importance of listening to disabled individuals and presuming competence in all learners.

• Practical ways educators can reflect on their practices and create more neurodiversity-affirming environments.

• The role of language in either reinforcing or dismantling ableism.

Resources mentioned:

• Think Inclusive Podcast by Tim Villegas

• Maryland Coalition for Inclusive Education

• Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported - Order here

• Neurodiversity University Educator Hub: Join the Community