In this episode of Creating Neurodiversity-Affirming Schools, Emily and Amanda explore the double empathy problem—a concept that challenges the assumption that neurodivergent individuals lack empathy and instead highlights how misunderstandings happen between different neurotypes. They share personal stories, real-world classroom scenarios, and strategies to help educators bridge the communication gap with their neurodivergent students.

Key topics include:

• The double empathy problem—what it is and why it matters in schools.

• How educators can shift from assuming misbehavior to seeking understanding.

• The difference between cognitive empathy (perspective-taking) and affective empathy (emotional connection).

• Why curiosity and asking the right questions can prevent conflict and improve student-teacher relationships.

• Strategies for making classroom environments more emotionally safe for neurodivergent students.

Resources Mentioned:

• The Double Empathy Problem (Damian Milton, 2012) 

• Neurowild by Em Hammond – Visual resources explaining neurodiversity concepts 

• Neurodiversity University Educator Hub: Join the Community

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

In this episode of Creating Neurodiversity-Affirming Schools, Emily and Amanda explore what it truly means to be neurodiversity-affirming in education. They discuss how recognizing and embracing learner variability leads to better outcomes for all students—not just neurodivergent learners.

Emily and Amanda are joined by Barbara Pape, Senior Director of Digital Promise’s Learner Variability Project. Barbara shares insights from her work, explaining how educators can shift their perspectives to see design challenges instead of student problems, and why considering the whole child—including cognitive, emotional, and social factors—is key to creating an inclusive learning environment.

Key topics include:

• What it means to create neurodiversity-affirming schools.

• The role of learner variability in understanding all students, not just those with diagnoses.

• How context matters in supporting students—different environments impact learning in unique ways.

• Why recognizing both strengths and challenges in students leads to better accommodations and learning strategies.

• How the Learner Variability Navigator provides evidence-based strategies for personalized learning.

Resources mentioned: 

• Learner Variability Navigator (Digital Promise)

• The End of Average by Todd Rose (on the concept of learner variability)

• Neurodiversity University Educator Hub: Join the Community

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

Welcome to the inaugural episode of the Creating Neurodiversity-Affirming Schools podcast! Today, hosts Emily Kircher-Morris and Amanda Morin introduce themselves, and talk about their new book, Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported. This podcast is great as a learning tool on its own, and it's designed to align with the chapters of the book. It provides actionable insights, strategies, and inspiration for educators and parents. Emily and Amanda discuss their personal neurodivergent journeys, how they came to collaborate, and why neurodiversity is a vital topic for schools today.

Key topics include:

• The evolution of the neurodiversity movement and its roots in the autistic community.

• Understanding the terms "neurodiverse," "neurodivergent," and "neuro-normative."

• Why person-first vs. identity-first language matters and how to respect individual preferences.

• The importance of finding like-minded communities, and making small, yet meaningful shifts in educational practices.

Resources:

• The Neurodiversity University Educator Hub - Learn more here

• Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported (Available for pre-order before January 21, 2025)