Neurodiversity Podcast

The Neurodiversity Podcast talks with leaders in the fields of psychology, education, and beyond, about positively impacting neurodivergent people. Our goal is to reframe differences that were once considered disabilities or disorders, promote awareness of this unique population, and improve the lives of neurodivergent and high-ability people.

Why School Refusal May Not Be What It Seems (and What to Do Instead) 04/23/2025

Why School Refusal May Not Be What It Seems (and What to Do Instead) School refusal and distress are the subject of the day, as Emily Kircher-Morris welcomes child psychologist and former school psychologist, Dr. Emily King. They discuss the importance of understanding the underlying causes of anxiety, the need for neurodiversity-affirming approaches, and the balance between structure and flexibility in educational settings. The also discuss the importance of grace, connection, and individualized strategies when helping children navigate their emotional experiences. TAKEAWAYS School refusal is often a response to anxiety, not an active choice. Understanding the difference between school refusal and school distress is crucial. Patterns of anxiety can vary based on environmental factors. Children may need different levels of support depending on their emotional state. Co-regulation is essential for helping children manage anxiety. Predictability in routines can help reduce anxiety for neurodivergent children. Flexibility within structure is important in educational settings. Parents should focus on what is necessary in their routines to reduce stress. Exit plans can empower children and reduce feelings of being trapped. Every child's experience is unique, and strategies should be individualized. for a free one-hour continuing education webinar entitled The Cost of Camouflage: Exploring Masking and Burnout in Neurodivergent Clients. It’s a free service of the Neurodiversity University! Dr. Emily King is a child psychologist and former school psychologist with over 20 years of experience working with neurodivergent children and teens. She began her career specializing in school-based mental health in K-12 public schools in Houston, Texas, before transitioning to private practice in North Carolina, where she now supports the mental health needs of neurodivergent youth, their families, and educators. Dr. Emily is the creator of The Neurodiverse Classroom, a professional development curriculum for educators, and hosts Learn with Dr. Emily on Substack, where she shares blogs, live workshops, and insights on neurodiversity and education. Her upcoming book, The Neurodivergent Learner, will be available for presale in early 2026. Her expertise has been featured on MSNBC’s Morning Joe, The New York Times, The Washington Post, and Parents.com. BACKGROUND READING , , , /episode/index/show/mindmatters/id/36284190

Beyond Words: The Truth About Selective (Situational) Mutism 04/18/2025

Beyond Words: The Truth About Selective (Situational) Mutism Today, Emily Kircher-Morris and Meredith Polsky look into the complexities of selective mutism, exploring its definitions, the importance of language in understanding it, and the personal experiences that led Meredith to specialize in this area. They discuss the myths surrounding selective mutism, and its manifestation as an anxiety disorder rather than a choice or a form of shyness. Meredith shares her journey as a parent of children with selective mutism and the challenges she faced in finding appropriate treatment, ultimately leading her to become a clinician herself. They explore the challenges of diagnosis, and provide effective therapeutic techniques. This is a must-listen for adults supporting children with selective mutism. TAKEAWAYS Selective mutism is often misunderstood as a choice. Language matters in discussing selective mutism. The term 'situational mutism' is gaining popularity. Parents play a crucial role in treatment. Selective mutism is an anxiety disorder, not shyness. Pushing children to speak can increase anxiety. There is a lack of awareness among clinicians about selective mutism. Selective mutism can complicate the diagnosis of autism. Children with selective mutism may not exhibit typical anxiety responses. Effective communication strategies are crucial for children with selective mutism. for a free one-hour continuing education webinar entitled The Cost of Camouflage: Exploring Masking and Burnout in Neurodivergent Clients. It’s a free service of the Neurodiversity University! Meredith Polsky, LCSW is a licensed clinical social worker specializing in Selective Mutism through her private practice, Counseling Out Loud. With a career dedicated to supporting children with diverse needs, she also serves as the Senior Director of Programs and Partnerships at Matan, Inc., an organization she co-founded in 2000 to promote inclusion in education. Meredith is the co-author of the award-winning I Have a Question children’s book series (Jessica Kingsley Publishers), which helps children—both with and without disabilities—navigate complex topics. She holds a BA in Psychology from the University of Michigan, an MA in Early Childhood Special Education from Bank Street College, an MA in Clinical Social Work from Columbia University, and a graduate certificate in Early Intervention from Georgetown University. BACKGROUND READING , , , , /episode/index/show/mindmatters/id/36222305

When Consistency is the Game Changer 04/10/2025

When Consistency is the Game Changer On episode 266, Emily Kircher-Morris discusses the critical role of executive functioning in education with Mitch Weathers, author of Executive Functions for Every Classroom. They explore how these skills are essential for student success, and discuss incorporating them into teaching practices, rather than treating them as an afterthought. The conversation also covers the importance of clarity, modeling, and routine in teaching these skills, and the challenges posed by the digital era. TAKEAWAYS Executive functioning is a core part of learning. Teaching executive functioning skills should be explicit and integrated into the curriculum. Clarity, modeling, and routine are essential for teaching these skills. Students need daily practice to develop executive functioning skills. The digital age may hinder the development of these skills. Organization is a transformative skill that grounds students. Self-assessment empowers students to reflect on their learning. Teachers struggling with executive dysfunction can impact their students' learning. Accountability involves collaboration between teachers, students, and families. Neurodivergent students benefit from tailored strategies and workarounds. for a free one-hour continuing education webinar entitled The Cost of Camouflage: Exploring Masking and Burnout in Neurodivergent Clients. It’s a free service of the Neurodiversity University! Mitch Weathers is an educator, author, and expert in executive functioning. He is the founder and creator of Organized Binder, an evidence-based, MTSS Tier 1 universal solution designed to help students develop essential executive functioning skills such as goal setting, time management, reflective learning, and organization. His book, Executive Functions for Every Classroom, became a #1 bestseller, highlighting his structured approach to fostering academic success through clear expectations and routines. Mitch’s work emphasizes the importance of hands-on, analog strategies to build resilience and independence in students, ensuring they develop the foundational skills needed to thrive in an increasingly digital world. BACKGROUND READING , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to . /episode/index/show/mindmatters/id/36086260

One-Size Doesn't Fit All: Variability in Neurodivergent Brains 04/04/2025

One-Size Doesn't Fit All: Variability in Neurodivergent Brains Emily Kircher-Morris talks with Barbara Pape, Senior Director of the Learner Variability Project, about the concept of learner variability. The conversation touches on the importance of recognizing each student's unique strengths and challenges. They explore how educators can support neurodivergent learners through personalized instruction, they cover the role of technology in education, and talk about the need for a sense of belonging in the classroom. The discussion also touches on the barriers educators face in addressing learner variability and the evolution of educational policy to better support diverse learners. TAKEAWAYS Learner variability is the recognition that each student has unique strengths and challenges. Teaching to the middle does not effectively reach any student. Understanding learner variability allows educators to see design challenges rather than student problems. The Learner Variability Navigator is a tool for educators to understand and support diverse learners. Creating a sense of belonging is crucial for student engagement and success. Students should have agency in how their accommodations are presented to peers. Belonging in the classroom requires a whole child approach. Educational policy must evolve to provide adequate support for neurodivergent learners. Barbara Pape is the Senior Director of the Learner Variability Project at Digital Promise, where she led a national survey on learner variability, edtech, and teacher practice, authored the defining paper on learner variability, and co-developed the IEP Project, which emphasizes strength-based, whole-child approaches to writing IEPs. She also hosts a monthly edWeb webinar series and previously served as executive producer of the award-winning Teaching & Learning conference for the National Board for Professional Teaching Standards. Her background includes roles in public policy, having worked on former U.S. Senator Paul Simon’s Senate and Presidential campaign, as well as in the U.S. Senate on the Education and Labor Committee. Barbara has contributed to numerous publications and was the editor and publisher of the first electronically delivered education newsletter, The Daily Report Card. She serves on the boards of Benetech and The Riley Project and is involved in multiple education and learner variability working groups. Previously, she was an advisor for the Kennedy Center’s Intersection of the Arts and Special Education and a strategic planning committee member for Montgomery County Public Schools. She is currently pursuing a PhD at University College London, holds an EdM in reading and literacy from Harvard University’s Graduate School of Education, and began her career as a middle school language arts teacher. BACKGROUND READING , , , , , The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to /episode/index/show/mindmatters/id/36004840

The Double Empathy Problem in the Classroom 03/26/2025

There's Much More to OCD Than You Think 03/20/2025

There's Much More to OCD Than You Think Today, Emily Kircher-Morris welcomes Natalia Aíza, a therapist and advocate, to talk about the complexities of Obsessive-Compulsive Disorder (OCD). They debunk common myths and misconceptions, and talk about what OCD actually is. It's important to understand the OCD cycle, be able to identify the various types of OCD, and understand how it often coexists with other neurodivergent conditions like ADHD and autism. They also talk about the impact of reassurance seeking, the nuances of Just Right OCD, and the challenges of school refusal. The conversation includes insights into how parents and therapists can better support individuals with OCD, and help them on the journey towards a better life. TAKEAWAYS OCD is often misunderstood, with many believing it only relates to cleanliness. The OCD cycle involves triggers, obsessions, and compulsions that reinforce fears. Moral scrupulosity and harm OCD are common types that are often overlooked. OCD is distinct from generalized anxiety. ADHD and OCD can coexist, leading to unique challenges in diagnosis and treatment. Autism can complicate the presentation of OCD, requiring specialized understanding. Reassurance seeking can inadvertently reinforce OCD behaviors. Just Right OCD reflects a perfectionism that can manifest in various aspects of life. School refusal can be a manifestation of OCD, leading to avoidance patterns. featuring Eli Lebowitz Check out our , including Strategies for Supporting Twice-Exceptional Students. This episode was edited to add clarity to the subject of school avoidance or refusal, to indicate they aren’t exclusive to OCD. For some neurodivergent kids, it is a matter of a lack of accommodations and supports that make educational settings traumatic environments. School avoidance or refusal is a nuanced subject, and a deeper dive is planned for an episode in the near future. Natalia Aíza, LPC, is a therapist, parent trainer, and advocate dedicated to increasing awareness and improving treatment for individuals with OCD. She co-founded Kairos Wellness Collective, a therapy center specializing in OCD and Anxiety Disorders, where she works to enhance competency among mental health practitioners and support individuals on their healing journey. In addition to her clinical work, Natalia provides free psychoeducation and advocacy through her Instagram platform, @letstalk.ocd, helping to destigmatize OCD and promote evidence-based treatment. She earned her BA in Literature from Harvard University and an MA in Clinical Mental Health Counseling from Palo Alto University. BACKGROUND READING The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to /episode/index/show/mindmatters/id/35793080

Navigating the Emotional Landscape 03/12/2025

Navigating the Emotional Landscape Today Emily Kircher-Morris welcomes Leah Kuypers, developer of the Zones of Regulation framework, to discuss self-regulation skills. They talk about the importance of emotional awareness, the practical applications of the framework in educational settings, and how it provides a common language for expressing feelings. Leah shares insights from her experience as an occupational therapist and educator, including the impact of the framework on students' ability to communicate their emotions and navigate their environments effectively. They discuss the need to move away from labeling emotions as good or bad, and explore practical strategies for implementing self-regulation tools in educational settings. TAKEAWAYS Self-regulation challenges significantly impact students' well-being and success. The Zones of Regulation framework provides a common language for expressing feelings. All zones are valid; there are no good or bad zones. Visual supports can help neurodivergent students communicate their feelings. The framework is designed to foster emotional intelligence and self-awareness. Teaching self-regulation skills can reduce reliance on punitive measures. The framework can be adapted for various age groups and needs. Emotional intelligence can be difficult to articulate, even for older students. Co-regulation with adults can help children identify and manage their emotions. Understanding the neurobiological aspects of regulation can inform better support strategies. the Strategies for Supporting Twice-Exceptional Students course, and all of the others available now in the Neurodiversity University. Leah Kuypers, MA Ed., OTR/L, is an occupational therapist, autism resource specialist, and educator, dedicated to helping individuals develop self-regulation skills. While working in public schools, she recognized the profound impact that regulation difficulties had on learners’ overall well-being and daily functioning. This led her to develop The Zones of Regulation, a systematic and practical framework designed to foster emotional and sensory regulation. Since its initial publication in 2011, The Zones of Regulation has sold over 300,000 copies worldwide and has been widely adopted in educational and therapeutic settings. In 2024, Leah launched The Zones of Regulation Digital Curriculum, which has already been implemented in 40 countries. Her team trains more than 8,000 educators and practitioners annually around the globe, equipping them with tools to support learners in developing essential self-regulation skills. BACKGROUND READING The Neurodiversity Podcast is on , , , and you’re invited to join our . For more information go to /episode/index/show/mindmatters/id/35661010

Gestalt Language Processing 03/06/2025

Gestalt Language Processing Today Emily Kircher-Morris talks with Gestalt language processing expert Ali Battye about the nuts and bolts of Gestalt, and why it's useful and important in understanding and supporting neurodivergent communicators. They talk about the barriers faced by Gestalt language processors, the role of augmentative and alternative communication (AAC), and the need for a strengths-based approach in communication. There are some common misconceptions about Gestalt language processing, and they explain and dispel them in this conversation. TAKEAWAYS Echolalia has become a helpful part of the learning process in Gestalt. Understanding the child's intent is crucial for effective communication. AAC can support children who struggle with verbal communication. Communication should be viewed as a connection-based approach. Misinformation about Gestalt language processing is prevalent. Real-life communication is complex and multimodal. Valuing a child's unique communication style fosters growth. Research on language acquisition should include lived experiences. when the Therapist Hub opens for new members. It's a great opportunity to transform your practice into a more neurodiversity-affirming place, using tools and methods that benefit all clients. It's also a great resource for accredited CE! Ali Battye is a highly experienced speech and language therapist with 25 years of practice in the UK and Australia. She specializes in neurodiversity-affirming therapy for autistic and neurodivergent children, with a focus on supporting Gestalt Language Processing (GLP) through Augmentative and Alternative Communication (AAC). Ali is also an accomplished author, having written books on AAC and, most recently, on GLP, advocating for joyful therapy that prioritizes genuine connection. Ali’s expertise is rooted in her extensive clinical experience and commitment to creating inclusive, supportive therapeutic practices that empower neurodivergent individuals. BACKGROUND READING /episode/index/show/mindmatters/id/35563400

The Barrier-Breaking Evolution of Whole Body Regulation 02/26/2025

The Barrier-Breaking Evolution of Whole Body Regulation Today we're discussing the concept of whole body listening, and its evolution to whole body regulation. Elizabeth Sautter joins Emily Kircher-Morris to talk about that evolution, and what it means to neurodivergent people and those who support them. They discuss emotional regulation and co-regulation, the role of educators and parents in modeling emotional awareness, and the impact of shame on neurodivergent learners. Also, the complexities of vulnerability, and the significant difference between calling someone out, and calling them in. TAKEAWAYS The shift from whole body listening to whole body regulation is crucial. Co-regulation is foundational for emotional regulation. Adults must model emotional awareness for children. Understanding individual needs is key to effective learning. Shame can hinder the learning process for neurodivergent kids. Brene Brown's work highlights the importance of discussing vulnerability and shame. Calling in promotes understanding and change more effectively than calling out. The stages of grief can be applied to the process of unlearning harmful practices. Self-reflection is essential for educators and parents to shift their approaches. when the Therapist Hub opens for new members. It's a great opportunity to transform your practice into a more neurodiversity-affirming place, using tools and methods that benefit all clients. It's also a great resource for accredited CE! Listen to Emily's other podcast, , co-hosted by Amanda Morin. Elizabeth A. Sautter, MA, CCC, is a speech-language pathologist, speaker, author, and trainer, with expertise in social communication, emotional regulation, and executive functioning. She is the author of Make Social and Emotional Learning Stick! Practical activities to help your child manage emotions, navigate social situations & reduce anxiety, along with many other resources, including an online course and community for parents. Elizabeth collaborates with the Zones of Regulation team as a trainer and is a coauthor of the Zones children’s books, card decks, and games. BACKGROUND READING /episode/index/show/mindmatters/id/35444885

Dyscalculia & Math: A Teacher's and Parent's Guide 02/19/2025

Dyscalculia & Math: A Teacher's and Parent's Guide On this episode, Emily Kircher-Morris and Dr. Daniel Ansari discuss the complexities of math education, including the anxiety it can cause in students, the challenges of teaching methods, and the importance of understanding learning difficulties like dyscalculia. They talk about the importance of explicit instruction in math, the role of neuroscience in understanding how children learn math, and the significance of working memory and attention in math learning. Educators and parents will also get suggestions for practical strategies that will help them support students struggling with math. TAKEAWAYS Math anxiety affects both children and adults. Explicit instruction is crucial for teaching math. Dyscalculia is often misunderstood and underrecognized. Teaching methods should align with children's developmental levels. Neuroscience reveals links between spatial and numerical processing. Math anxiety does not equate to a lack of ability. Timed practice should be engaging, not competitive. Working memory plays a significant role in math learning. Multisensory approaches can enhance math instruction. Parents should seek community and resources for support. from the Institute of Education Sciences The Think Inclusive Podcast episode Emily talked about - This episode is sponsored by The Council for Exceptional Children, getting ready for their Convention & Expo in Baltimore, March 12-15th. Go to to register! Dr. Daniel Ansari is a Professor and Canada Research Chair in Developmental Cognitive Neuroscience & Learning at Western University. He leads the Numerical Cognition Laboratory, where his research focuses on how children develop numerical and mathematical skills, as well as the cognitive factors contributing to difficulties in learning mathematics. Dr. Ansari and his team are dedicated to bridging the Science of Learning with K-12 education, working to translate research findings into classroom practice. He has authored over 150 peer-reviewed research articles and is a Fellow of the Canadian Institute for Advanced Research (CIFAR), recognized for his contributions to the field of developmental cognitive neuroscience. BACKGROUND READING The Neurodiversity Podcast is available on , , , and you can also join our private . /episode/index/show/mindmatters/id/35356970

What it Takes to Connect With Today's Students 02/12/2025

What it Takes to Connect With Today's Students Effective teaching involves more than just what happens formally in the classroom, and on this episode, Emily Kircher-Morris welcomes educator and author Adam Meyersieck to talk about it. They discuss the need for engaging teaching methods that connect with students emotionally and socially. They discuss collaboration between parents and educators to support neurodivergent learners, and the significance of strengths-based approaches in teaching. They cover sustainability of the teaching profession, the use of multiple communication modalities, and managing visual clutter to enhance learning environments. TAKEAWAYS Teaching should focus on the process, not just the end result. Collaboration between parents and educators enhances student support. Strengths-based assessments can bridge the gap between home and school. Visual aids can clarify expectations for neurodiverse students. Processing time is crucial for student understanding. Simplicity in instructions aids neurodivergent learners. Sustainable teaching practices lead to better educator retention. Explicit instruction benefits all learners, not just neurodivergent ones. Engaging multiple modalities helps all students retain information better. Providing written instructions fosters independence in learners. Managing visual clutter reduces distractions and enhances focus. and keep up-to-date about the Emily and Amanda's new book, Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported, and the new podcast, Creating Neurodiversity-Affirming Schools. This episode is sponsored by The Council for Exceptional Children, getting ready for their Convention & Expo in Baltimore, March 12-15th. Go to to register! Adam Meyersieck is a school district leader, consultant at Legacy Education Group, and educator with nearly two decades of experience in special and inclusive education, professional learning, and neurodiversity teaching strategy. He has trained thousands of educators and school leaders in the US and Great Britain, helping them create inclusive, strength-based learning environments that truly support neurodiverse students. He is also the author of Universal Best Practices for All Learners: Discover Your Teaching Strengths, a book designed to help educators leverage their strengths and make teaching more sustainable while meeting the needs of all learners. Adam is passionate about helping school leaders and teachers better connect with their students, ensuring that education is both effective and equitable. BACKGROUND READING The Neurodiversity Podcast is on , , , and you’re invited to join our . /episode/index/show/mindmatters/id/35263675

Rejection Sensitivity Dysphoria with Dr. Bill Dodson (Part 2) 02/05/2025

Rejection Sensitivity Dysphoria with Dr. Bill Dodson (Part 2) In the second of our powerful two-part conversation, Emily Kircher-Morris and Dr. William Dodson discuss the complexities of ADHD, emotional dysregulation and its subset, and Rejection Sensitivity Dysphoria (RSD). He explains how RSD can manifest in ADHDers, the impact of childhood experiences, and the importance of understanding and treating these conditions. There is a need for updated diagnostic criteria and effective treatment strategies, including medication and supportive environments. They dig into the complexities of ADHD, including management strategies, and the importance of understanding the overlap between social anxiety and mood disorders. TAKEAWAYS Emotional dysregulation is often overlooked in ADHD diagnoses. RSD is a specific condition affecting many with ADHD. The emotional pain from RSD can be both emotional and physical, and can lead to significant life impairments. Childhood experiences can exacerbate RSD but are not the sole cause. Medication can be effective in managing emotional dysregulation. Understanding RSD is essential for clinicians working with ADHD patients. Preventative strategies are key in managing RSD episodes. Sleep, nutrition, structure, and routine play vital roles in emotional regulation. Social anxiety and rejection sensitivity can coexist but are distinct. The Emily mentions in her closing thoughts. The sign-up for a limited time, for the Neurodiversity University Educator Hub! Join a community of like-minded teachers, administrators, and advocates who are passionate about supporting neurodivergent kids. It's a welcoming space to share ideas that will help make your classrooms and school districts better places for all students. The Educator Hub is available via an app for your smartphone, or online through a browser. . Dr. Bill Dodson is a board-certified adult psychiatrist who has specialized in adults with Attention Deficit/Hyperactivity Disorder for the last 27 years. In recognition of his clinical contributions to the field of ADHD he was named a Life Fellow of the APA in 2012. He was the 2006 recipient of the national Maxwell J. Schleifer Award for Distinguished Service to Persons with Disabilities. His contributions to the field of ADHD include: The only currently available methodology for the fine-tuning of ADHD medications. The concept of Rejection Sensitivity Dysphoria and its treatment with medications. The first non-behavioral theory of what ADHD is and how it can be treated successfully with an emphasis on what goes right rather than what goes wrong. Dr. Dodson has a book for clinicians, patients, and parents on the practice of ADHD medicine coming out at the end of 2025. BACKGROUND READING /episode/index/show/mindmatters/id/35164725

Rejection Sensitivity Dysphoria with Dr. Bill Dodson (Part 1) 01/30/2025

Rejection Sensitivity Dysphoria with Dr. Bill Dodson (Part 1) In part one of a two-part conversation, Emily Kircher-Morris and Dr. William Dodson discuss the complexities of ADHD, emotional dysregulation and its subset, and Rejection Sensitivity Dysphoria (RSD). He explains how RSD can manifest in ADHDers, the impact of childhood experiences, and the importance of understanding and treating these conditions. There is a need for updated diagnostic criteria and effective treatment strategies, including medication and supportive environments. They dig into the complexities of ADHD, including management strategies, and the importance of understanding the overlap between social anxiety and mood disorders. TAKEAWAYS Emotional dysregulation is often overlooked in ADHD diagnoses. RSD is a specific condition affecting many with ADHD. The emotional pain from RSD can be both emotional and physical, and can lead to significant life impairments. Childhood experiences can exacerbate RSD but are not the sole cause. Medication can be effective in managing emotional dysregulation. Understanding RSD is essential for clinicians working with ADHD patients. Preventative strategies are key in managing RSD episodes. Sleep, nutrition, structure, and routine play vital roles in emotional regulation. Social anxiety and rejection sensitivity can coexist but are distinct. The for Educator Hub sign-up for a limited time, beginning January 31. Join a community of like-minded teachers, administrators, and advocates who are passionate about supporting neurodivergent kids. . Dr. Bill Dodson is a board-certified adult psychiatrist who has specialized in adults with Attention Deficit/Hyperactivity Disorder for the last 27 years. In recognition of his clinical contributions to the field of ADHD he was named a Life Fellow of the APA in 2012. He was the 2006 recipient of the national Maxwell J. Schleifer Award for Distinguished Service to Persons with Disabilities. His contributions to the field of ADHD include: The only currently available methodology for the fine-tuning of ADHD medications. The concept of Rejection Sensitivity Dysphoria and its treatment with medications. The first non-behavioral theory of what ADHD is and how it can be treated successfully with an emphasis on what goes right rather than what goes wrong. Dr. Dodson has a book for clinicians, patients, and parents on the practice of ADHD medicine coming out at the end of 2025. BACKGROUND READING /episode/index/show/mindmatters/id/35085115

New Podcast Alert: Creating Neurodiversity-Affirming Schools 01/20/2025

New Podcast Alert: Creating Neurodiversity-Affirming Schools This week, we’re sharing 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. TAKEAWAYS 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 MENTIONED The Neurodiversity University Educator Hub: (Available for pre-order before January 21, 2025) We’re only days away from open registration for the Educator Hub! It’s a community of teachers and administrators who are working to build a better, more productive atmosphere for neurodivergent students. The hub includes Expert Q&A Webinars, one-on-one consultations with Emily Kircher-Morris, monthly Five-Minute PD videos, roundtable discussions, and open office hours chats. You’ll find resources that can be shared with your school’s staff, and great opportunities for continuing education credits. . Emily Kircher-Morris, M.A., M.Ed., LPC, is a Licensed Professional Counselor and a leading advocate for neurodiversity-affirming practices. Specializing in supporting neurodivergent individuals and their families, she combines her background as an educator with her clinical expertise to create inclusive strategies for fostering growth and resilience. Emily collaborates with schools and organizations to train educators and develop practices that support neurodivergent students. As an author, she provides valuable resources to help parents and educators nurture the strengths of neurodivergent youth, equipping them to thrive in all areas of life. Emily Kircher-Morris holds a Master of Arts in Education, a Master of Arts in Counseling, and is certified in elementary education, gifted education, and school counseling. Amanda Morin is a neurodivergent activist, award-winning author, early childhood specialist, and nationally known speaker dedicated to fostering accessible and inclusive environments for all individuals. With a background as a classroom teacher and early intervention specialist, she played an integral role in launching Understood.org in 2014 and served as its Director of Thought Leadership and Expertise. Amanda has authored six books, including "The Everything Parent’s Guide to Special Education" and "Adulting Made Easy." She holds a Bachelor of Science in Elementary Education from the University of Maine and has received special education advocacy training from the Council of Parent Attorneys and Advocates. /episode/index/show/mindmatters/id/34931615

Unraveling the Mysteries of Baffling Behaviors 01/17/2025

Unraveling the Mysteries of Baffling Behaviors Emily Kircher-Morris and Robyn Gobbel, author of Raising Kids with Big, Baffling Behaviors, chat about those baffling behaviors, and how they can leave parents and teachers scratching their heads. It’s also important to understand how adults' emotions can affect how they react to kids' behavior, and why it's so important to create an environment that helps kids feel safe and connected. The conversation also includes some practical tips for parents and teachers about understanding baffling behaviors. It’s all on episode 254! TAKEAWAYS Baffling behavior requires deeper understanding rather than judgment. Trauma can significantly impact a child's nervous system and behavior. Co-regulation is essential for emotional support and development. Neurodivergent children often experience heightened sensitivity to stressors. Behavior is often a response to unmet needs or stress. Parents and educators should look for underlying triggers in behaviors. The brain-body sensory approach can help in managing behaviors. Children develop self-regulation through experiences of co-regulation. Behavior is often an attempt to find regulation. To be helpful co-regulators, adults must navigate their own emotional states. Reactions are often based on personal history, not just current conditions. Check out , a course for educators by Emily Kircher-Morris, in the Neurodiversity University. You’ll find a variety of courses available there as well, with more being added soon. Robyn Gobbel, MSW holds a Master of Social Work degree and specializes in relational neuroscience, trauma-informed care, and child development. She has dedicated her career to supporting helpers, healers, educators, and parents working with children impacted by trauma. Robyn has provided professional development workshops, keynote presentations, and ongoing educational resources for those seeking to better understand the intersection of brain science and behavior. She is the author of Raising Kids with Big, Baffling Behaviors: Brain-Body-Sensory Strategies that Really Work and the host of The Baffling Behavior Show podcast. Her work focuses on practical strategies for building connection, emotional regulation, and resilience in both children and caregivers. BACKGROUND READING The Neurodiversity Podcast is available on , , , and you can also join our private . /episode/index/show/mindmatters/id/34896570

Applying Neuroscience to Education 01/09/2025

Applying Neuroscience to Education On our first episode of 2025, Emily Kircher-Morris welcomes Mind, Brain and Education expert Allison Posey, to discuss the importance of inclusive practices in education, focusing on Universal Design for Learning (UDL) and its application in classrooms. Allison shares her personal journey that led her to advocate for inclusive education, she and Emily discuss the need for understanding individual learning differences, and they talk about the role of emotions in learning. They also explore how neuroscience informs educational practices and necessitates shifting mindsets within educational systems to better support all learners. And, what is the impact of educational trauma on students? Takeaways Personal experiences shape advocacy for inclusive education. UDL aims to meet diverse learning needs from the start. Parents can play a crucial role in advocating for UDL. Neuroscience reveals the importance of emotions in learning. Educational trauma affects students' self-perception and learning. Technology can enhance access and engagement in learning. Learning should be viewed as a lifelong journey. Check out , a course for educators by Emily Kircher-Morris, in the Neurodiversity University. You’ll find a variety of courses available there as well, with more being added soon. Guest Allison Posey is an international leader for implementation of Universal Design for Learning. She works at CAST, where she collaborates to apply current understanding from brain research into innovative, equitable instructional practices. She taught a range of science courses in high school and community colleges, such as biology, genetics, anatomy, and psychology. She still teaches at Lasell University. Allison earned a degree in Mind, Brain, and Education from Harvard Graduate School of Education, and is the author of two books, Engage the Brain: How to Design for Learning that Taps into the Power of Emotion, and Unlearning: Changing Your Beliefs and Your Classroom with UDL. BACKGROUND READING /episode/index/show/mindmatters/id/34791145

Self-Regulation: A Guide for Educators and Parents 12/19/2024

Self-Regulation: A Guide for Educators and Parents On episode 252, Dr. Richard Cash and Emily Kircher-Morris talk about the importance of self-regulation in education. They discuss the emotional, behavioral, and cognitive aspects, the critical role emotions play in learning, and the necessity of teaching metacognitive skills to students. It’s not only about school, they discuss parental support in developing self-regulation at home, and the unique needs of twice-exceptional learners. This is an updated version of an encore conversation. Takeaways Self-regulation consists of emotional, behavioral, and cognitive dimensions. Emotions significantly impact a child's ability to focus and learn. Metacognition involves reflecting on one's own thinking processes. Teaching kids to manage their feelings is crucial for learning. Parents should actively listen to their children to support self-regulation. Every child is unique, and teaching should reflect that individuality. Reflection time is often lacking in the school day. Homework should be reframed as home study to promote self-regulation. Get your just in time for the holiday season! Clinicians, check out , which can help you move toward a more neurodiversity-affirming therapy environment. Also, consider joining our , which will open for new members soon! The Neurodiversity Podcast is available on , , , and you can also join our private . For more information go to . Dr. Richard M Cash received a bachelor of arts degree in theater from the University of Wisconsin-Eau Claire. He then attended the University of Minnesota-Minneapolis, where he received a post-baccalaureate degree in elementary education. Dr. Cash later obtained a master’s degree in curriculum and instruction from the University of St. Thomas in St. Paul, Minnesota. He returned to St. Thomas and received a doctoral degree in educational leadership. Dr. Cash has served as the Administrator of Gifted Programs in Rochester, Minnesota, and the Director of Gifted Programs for the Bloomington Public Schools in Minnesota. He now provides workshops, presentations, and staff-development sessions throughout the United States, Europe, Asia and the Middle East. He’s the author of Self-Regulation in the Classroom: Helping Students Learn How to Learn. BACKGROUND READING /episode/index/show/mindmatters/id/34533335

Moving From Traditional to Neurodiversity-Affirming Therapy 12/13/2024

Moving From Traditional to Neurodiversity-Affirming Therapy On episode 251, Emily welcomes Dr. Amy Marschall, a clinical psychologist focused on trauma-informed and neurodiversity-affirming care. They talk about the transition from traditional therapy models to neurodiversity affirming approaches, and the importance of lived experience and self-diagnosis in mental health care. They talk about the challenges faced by neurodivergent individuals in accessing care, particularly in rural areas. The path to neurodiversity-affirming care involves the need for some clinicians to unlearn practices that we now understand could be harmful. Emily and Amy also talk about the significance of community support in finding the right clinician, as well as the broader implications of neurodiversity affirming practices in daily life. Takeaways The traditional expert-client model can be unhelpful in the world of neurodiversity. Lived experience is helpful in understanding mental health needs. Self-diagnosis is a valid and necessary option for many. Inappropriate therapy practices can lead to trauma that complicates healing. Telehealth can improve access to care, especially in rural areas. Community visibility is helpful to neurodiversity-affirming clinicians. Get your just in time for the holiday season! Clinicians, check out , which can help you move toward a more neurodiversity-affirming therapy environment. Also, consider joining our , which will open for new members soon! The Neurodiversity Podcast is available on , , , and you can also join our private . For more information go to . Dr. Amy Marschall earned her doctoral degree in clinical psychology from the University of Hartford in West Hartford, Connecticut, in 2015. She completed her pre-doctoral internship through the National Psychology Training Consortium (Central Region) and her post-doctoral residency at Family Psychological Center, PA, in Harrison, Arkansas. Dr. Marschall has been a licensed psychologist since 2016 and currently owns a private practice, RMH-Therapy, where she provides therapy primarily to children and adolescents, and psychological evaluations. Her clinical specializations include trauma-informed care, neurodiversity-affirming care, rural mental health, and telemental health. BACKGROUND READING /episode/index/show/mindmatters/id/34423060

Real-World Relationships, Digital Connections, Keeping It Together 12/03/2024

Real-World Relationships, Digital Connections, Keeping It Together In Episode 250, Emily Kircher-Morris and Sam Young tackle the radical shifts in how neurodivergent kids connect and thrive in our post-pandemic world. The pandemic didn't just disrupt - it created unexpected opportunities for neurodivergent youth to forge meaningful connections in new ways. They dive deep into how digital spaces have become vital lifelines, while challenging the traditional playbook for "successful" socializing. One powerful revelation? A single genuine connection can transform a child's entire social world. Takeaways: The surprising advantages of post-pandemic social changes for neurodivergent kids Why online communities are becoming crucial safe havens How parents can ditch outdated social expectations and support their kids' unique paths The hidden impact of discovering your own neurodivergence while parenting Breaking free from comparing neurodivergent kids to neurotypical peers Sam Young’s organization, the Young Scholars Academy, is a virtual village that helps twice-exceptional & differently-wired students feel seen, nurtured, and happy through strength-based courses, camps, and community. Bright, curious kids thrive when they feel a sense of belonging. To learn more, check out the Spring Sneak Peek Open House on Monday, December 4th, at 4 p.m. PT | 7 p.m. ET. , and feel free to use the coupon code YSANEURODIVERSITYPODCAST10. Sam Young, M.Ed., is the Head of School at Young Scholars Academy, a strength-based, talent-focused virtual enrichment school that supports twice-exceptional, differently-wired, and gifted students to feel seen, nurtured, and happy through strength-based courses, camps, and community. Sam is a two-time Fulbright Scholar, a TEDx speaker, a Keynote speaker, a former Bridges Academy educator of nearly 10 years, and a Bridges Graduate School of Cognitive Diversity graduate. Additionally, Sam is a neurodivergent person himself who has committed his life to supporting differently-wired students to overcome the harmful deficit-based system and discover, develop, and lead their lives with their strengths, talents, and unique interests. BACKGROUND READING /episode/index/show/mindmatters/id/34274530

Unlocking Motivation in Neurodivergent Children 11/15/2024

Unlocking Motivation in Neurodivergent Children On Episode 249, Emily Kircher-Morris chats with Diane Dempster and Elaine Taylor-Klaus from Impact Parents, hosts of the Parenting with Impact podcast. They talk about the challenge of motivating neurodivergent kids, and break down why it’s challenging. The chat includes a framework called PINCH, a way to remember and think about important elements of motivation. You’ll come away with practical strategies for parents to foster a supportive environment that encourages engagement, and ways to move away from fear and stress as motivators. Takeaways Traditional parenting advice often doesn't apply to neurodivergent kids. Motivation can be misunderstood; it's not always lack of interest. Executive functioning skills play a crucial role in motivation. Dopamine is essential for engaging in non-preferred tasks. Fear-based parenting creates stress and is not sustainable. Intrinsic motivation develops later in life, especially for neurodivergent individuals. The PINCH framework helps identify different motivators for kids. Interest in a subject can significantly boost motivation. Competition can motivate but may also cause anxiety in some children. Collaboration and connection with peers can enhance motivation. Parents should experiment with different motivational strategies. Transparency and vulnerability in parenting can build trust. Elaine Taylor-Klaus and Diane Dempster co-founded ImpactParents.com in 2011 because traditional parenting advice wasn’t working for their complex kids and they found no training or coaching available designed specifically to support them as parents of complex kids. Internationally recognized as leading parent educators, they use a coach-approach to help parents reduce the stress of raising children, teens, and young adults with ADHD, Anxiety, Autism, LD and more. They’re the creators of Sanity School® behavior training, and the authors of many books including Parenting ADHD Now: Easy Intervention Strategies to Empower Kids with ADHD and The Essential Guide to Raising Complex Kids with ADHD, Anxiety and More. BACKGROUND READING Pre-order Emily’s new book! Get it at , , or . /episode/index/show/mindmatters/id/33946527

Ask Me Anything #9 with Emily Kircher-Morris 11/07/2024

Beyond the Stereotypes of Autism and Neurodiversity 10/25/2024

Beyond the Stereotypes of Autism and Neurodiversity On episode 247, Emily Kircher-Morris welcomes Dr. Megan Anna Neff to explore the complexities of neurodiversity, and the societal stereotypes that affect their lives. They talk about the challenges of diagnosis, the nuances of misdiagnosis, particularly the overlap between conditions like autism and borderline personality disorder, and the significance of self-awareness and acceptance in the journey of neurodivergent individuals. They discuss the phenomenon of autistic burnout, its implications, the challenges in clinical training regarding autism and ADHD, and inherent inequities that exist because of stereotypes and biases. Takeaways Diagnosis can significantly impact self-understanding and acceptance. Misdiagnosis is common, especially among women and genderqueer individuals. Understanding one's neurodivergent identity can aid in the healing process. The medical community often overlooks non-stereotypical presentations of neurodivergence. Self-criticism can stem from societal pressures and internalized shame. Community and connection are vital for neurodivergent individuals. Many undiagnosed autistic individuals are misdiagnosed with personality disorders. There is a significant lack of training for clinicians on autism and ADHD. Breaking down stigma around neurodivergence requires ongoing effort and advocacy. Autistic burnout includes increased sensory sensitivities and emotional fatigue. Living in a typical societal structure can lead to burnout for autistic individuals. Challenging myths about autism is essential for societal change. Don’t forget to join the to keep the conversation going! Dr. Megan Anna Neff (she/they) is a clinical psychologist, researcher, and advocate based in Portland, Oregon. Her work focuses on neurodiversity, spirituality, and holistic mental health. She has published articles and a book exploring diverse topics such as place-attachment, relational psychotherapy, and the African diaspora. Following her own and her child's autism diagnoses, Dr. Neff became a passionate advocate for neurodivergent individuals. She challenges stereotypes and misconceptions through her writing, speaking engagements, and online presence, including her Instagram platform where she shares educational content and resources. Dr. Neff is dedicated to bridging the gap between academic research and practical applications in the mental health field. She promotes an authentic and holistic approach to mental health that embraces the whole person and acknowledges the impact of systemic issues on individual well-being. BACKGROUND READING The Neurodiversity Podcast is available on and , and you can also join our private . /episode/index/show/mindmatters/id/33614597

Challenging What We Know About Autism and PDA 10/17/2024

Challenging What We Know About Autism and PDA Dr. Donna Henderson joins Emily Kircher-Morris to talk about the changes in the assessment process for autism, the importance of empowering therapists to diagnose autism, and the need for equity in masking. Their conversation also explores the double empathy problem and the challenges of balancing unmasking with the needs of neurodiverse individuals in educational settings. They also discuss the PDA profile and its place within the autism spectrum. That’s all waiting for you on episode 246. This is a reprise of an earlier chat. Takeaways The assessment process for autism is evolving, with a shift towards understanding subjective experience rather than relying solely on test scores. Therapists are adapting by relying less on formal tests and more on interview skills and understanding inner subjective experiences. Empowering therapists to diagnose autism is important for identifying and supporting individuals who may have been missed in the past. Masking and camouflaging are complex behaviors that can have both benefits and drawbacks, and it is important to find a balance that respects individual needs and promotes equity. Pathological Demand Avoidance (PDA) is not simply about avoiding demands, but rather an overriding biological drive for autonomy. Misdiagnosis and labeling are common for PDAers, leading to potential negative consequences, especially for minority boys. Understanding the core features of PDA, such as difficulty coping with demands, a wide variety of coping mechanisms, and challenges with social hierarchy, is crucial for accurate diagnosis and support. For details about our courses for teaching twice-exceptional learners, . Dr. Donna Henderson has been a clinical neuropsychologist for over 30 years. She is passionate about identifying and supporting autistic individuals, particularly those who camouflage, and she is co-author (with Drs. Sarah Wayland and Jamell White) of two books: Is This Autism? A Guide For Clinicians and Everyone Else and Is This Autism? A Companion Guide For Diagnosing. Dr. Henderson provides neuropsychological evaluations and consultations for children, adolescents, and adults who would like to understand themselves better. She is a sought-after lecturer on the less obvious presentations of autism, autistic girls and women, PDA, and on parenting children with complex profiles. She also provides case consultations and neurodiversity-affirmative training for other healthcare professionals. BACKGROUND READING /episode/index/show/mindmatters/id/33504352

What Neurodivergent People Need to Know About Joining the Military 10/10/2024

What Neurodivergent People Need to Know About Joining the Military On episode 245, Emily talks with Dr. Brandi Walker, a retired Army clinical psychologist, about her experience as a psychologist in the military and the challenges faced by neurodivergent individuals. They talk about her journey of transitioning from a fuel handler to a psychologist, and when and how she developed an interest in ADHD. There are policies and limitations for recruits with ADHD or autism, and they talk about the implications, along with the waiver process that’s involved. Dr. Walker talks about the experiences of neurodivergent military members, and they have solid advice for young neurodivergent individuals considering joining the military. Takeaways Being a psychologist in the military is a rewarding experience but also comes with challenges due to the shortage of providers and the responsibility of caring for soldiers while also being a soldier. Joining the military with a diagnosis of ADHD or autism requires meeting specific criteria and may involve the need for waivers depending on the severity of symptoms and the individual's treatment history. Neurodivergent individuals in the military often find themselves masking their symptoms, but the structured and direct communication style of the military can also be beneficial for some individuals. Military members who are parents of neurodivergent children face additional challenges due to frequent moves and the lack of a strong support system, but building routines, seeking support, and leveraging strengths can help create a supportive environment for the child. Young neurodivergent individuals considering joining the military should prioritize self-care, have open conversations with their providers, and explore alternative paths if medication is necessary. Pre-order Emily’s new book with Amanda Morin, now! Release is set for January. Dr. Brandi Walker is a retired Army Clinical Psychologist and faculty member at Womack Army Medical Center at Fort Bragg, NC. She also coaches military leaders and their teams in an effort to target the reduction of mental health challenges for servicemen and women. Dr. Walker maintains her earnest desire to further what is known about ADHD, and continues to provide therapeutic expertise and researched-informed support to families and individuals that are impacted. She has spent the last seven years working with various hospitals, clinics, and schools conducting research on children with ADHD, family and sleep variables, and environmental factors. She has initiated the Prince George’s County (Maryland) CHADD Chapter and CHADD’s Southern Regional Support Center, and serves as Chair Past of the Diversity in the Military Committee of the American Psychological Association's Society of Military Psychology (Division 19). She is a Howard University and University of Maryland alumna, and runs a private consulting practice. BACKGROUND READING /episode/index/show/mindmatters/id/33411112

You Can’t Cut Corners on Executive Function Skills 10/04/2024

You Can’t Cut Corners on Executive Function Skills On this episode, Emily Kircher-Morris and Carrie Bonnett discuss the intricacies of executive functioning, its significance in academic and life success, and the challenges faced by neurodivergent individuals. They explore strategies for improving executive functioning skills, the importance of emotional regulation, and the need for educators to understand and support students struggling with these skills. Emily and Carrie also talk about the importance of motivation, making invisible tasks visible, and the journey of learning and adapting strategies to enhance executive functioning. That’s all on episode 244! Takeaways Executive functioning skills are crucial for getting important tasks done. Many people struggle with executive functioning, especially neurodivergent individuals. Teaching executive functioning involves education and strategy development. Motivation often comes after starting a task, not before. Chunking tasks into smaller steps can reduce overwhelm. Making the invisible visible helps manage tasks and time. Emotional regulation is closely tied to executive functioning skills. Negative messaging about executive functioning can impact self-efficacy. Educators should focus on understanding and supporting students' unique needs. It's important for students to know they are not alone in their struggles. Remember, you have until 11:59 pm Pacific time on Friday night, October 4th to ! Remember that this is the final chance to sign up until after the holiday season. If you’re an educator, you should look and see if this community might be helpful in making your classroom a more neurodiversity-affirming place. to check it out. Carrie Bonnett earned her BBA in Marketing from the University of Notre Dame. However, her career trajectory shifted after a transformative volunteer experience at an underserved school, where she discovered a passion for teaching. This newfound passion led her to pursue a graduate degree in teaching at the University of Portland. Over the course of her 20-year career in education, Carrie has taught in both private and public schools across the United States, working with diverse student populations. Her experience includes supporting and teaching executive functions, even before she had a formal understanding of the concept. She has served as a classroom teacher at both the middle and high school levels, as well as a substitute teacher for all grades. Currently, she is an adjunct instructor at the University of Portland, where she teaches early-career teachers. She holds endorsements in Social Science and English Language Arts and is a certified teacher in the State of Oregon. Additionally, she has received training in the Seeing My Time® curriculum. BACKGROUND READING /episode/index/show/mindmatters/id/33333737

Am I the Impostor Among Us? 09/26/2024

Strengths-based Supports in the Neurodiversity Ecosystem 09/19/2024

Strengths-based Supports in the Neurodiversity Ecosystem On episode 242, Emily Kircher-Morris talks with Dr. Matt Zakreski about the importance of neurodiversity-affirming practices in therapy, and how intersection of giftedness and neurodiversity emphasizes the importance of neurodiversity-affirming practices in therapy, the significance of understanding twice exceptionality, and the role of diagnosis in accessing resources. Dr. Zakreski advocates for equity in supporting neurodivergent individuals and encourages listeners to pursue their passions and find supportive communities. Takeaways Giftedness can be met with resistance in traditional settings. Neurodiversity-affirming practices focus on strengths. Twice exceptional individuals face unique challenges. Diagnosis should be a tool for accessing resources. Finding the right support can be challenging. Equity is essential in addressing diverse needs. There are multiple pathways to success for neurodivergent individuals. Pursuing passions is key to fulfillment. Community support is vital for neurodivergent individuals. for our free annual fall event for educators, which is coming this Monday, September 23! If you’re an educator who’s passionate about creating neurodiversity-affirming learning environments for students, this event is for you. You can sign up free, and if you can’t make it to the live event, you’ll have access to the recording afterward. Join Emily and a live panel of experts by to register. Dr. Matt Zakreski has shaped his career around his passion for serving gifted kids, starting with being a counselor (and a camper) at the Center for Talented Youth summer program as a teenager. He’s cofounder of The Neurodiversity Collective, LLC, and in his practice he offers therapy, consultation/coaching, and assessment. Matt is a board member of PAGE, the Pennsylvania Association for Gifted Education, and works closely with multiple organizations around the country. He consults schools, presents at conferences internationally, conducts webinars, and leads discussions at his local library. He earned BAs in Psychology and Communications at Wake Forest University in Winston Salem, NC. He assisted with research at Harvard Psychophysiology Lab at the Harvard University Business School in Cambridge, MA before making his way to graduate school at Widener University, where he earned his Doctorate in Psychology from the Institute of Graduate Clinical Psychology. He currently serves as an adjunct professor in the psychology department at Goldey-Beacom College in Wilmington, DE. BACKGROUND READING /episode/index/show/mindmatters/id/33125652

Advocating for Neurodivergent Kids at School 09/12/2024

Advocating for Neurodivergent Kids at School School is back in session in many parts of the world, which is the time when struggles often begin to surface. On episode 241, Emily Kircher-Morris talks with Amanda Morin about the complexities of advocating for neurodivergent children, including utilizing Individualized Education Plans (IEPs) and the services they require. They explore the qualification process for IEPs, the importance of understanding behavior as communication, and the distinction between medical and educational diagnoses. The conversation emphasizes the need for advocacy, and the importance of tailored support for each child's unique needs. Takeaways IEPs provide specialized services and instruction for struggling students. Qualification for an IEP involves a comprehensive evaluation process. Twice exceptional children may have giftedness that masks their disabilities. Behavior can be a form of communication for children. Medical diagnoses do not equate to educational diagnoses. Labels do not define a child's abilities or potential. Accommodations can be provided in advanced placement classes. Advocacy is crucial for ensuring children receive appropriate services. Understanding the difference between IEPs and 504 plans is essential. Support services can vary widely and should be tailored to individual needs. for our free annual fall event we’ve created specifically for educators who are passionate about creating neurodiversity-affirming learning environments for students. The event will be held on Monday, September 23, and you can sign up to join Emily and a live panel of experts, who will be discussing ways to best support students of all neurotypes. Amanda Morin has most recently served as the Vice President of Learning & Knowledge for The Jed Foundation (JED). She headed teams of committed researchers, subject matter experts, and learning and development professionals in efforts to build knowledge about mental health, neurodiversity, and disability, to ensure all the work she’s engaged in is evidence-based, and includes the most up-to-date thinking in the field. She’s a certified teacher who provides unique expertise, and innovative perspectives to mission-driven education and family-facing organizations and coalitions. She works in print and digital media as a writer, editor, and content creator, empowering parents and educators to affirm the pivotal roles they play in education. She played an integral role in launching Understood.org in 2014. Amanda has also worked with other organizations and publications, including: Bright & Quirky, Matan, Hidden Sparks Without Walls, Edutopia, Association for Supervision and Curriculum Development (ASCD), Education.com, Parenting Special Needs Magazine, DotDash (formerly known as About.com), and Popsugar Moms. Amanda received special education advocacy training from the Council of Parent Attorneys and Advocates. She holds a certificate in Universal Design for Learning from the UDL Implementation and Research Network, sits on the Center for Inclusive Learning (CISL) advisory council, the advisory board of Digital Promise’s Learner Variability Project, the professional advisory board of Matan, and the Technical Expert Panel, of the American Academy of Pediatrics Center of Excellence on Social Media & Youth Mental Health. Amanda Morin is also the author of five books: The Everything Parent’s Guide to Special Education, The Everything Kids’ Learning Activities Book, On-the-Go Fun for Kids: More Than 250 Activities to Keep Little Ones Busy and Happy — Anytime, Anywhere!, What Is Empathy? A Bullying Storybook for Kids, and Adulting Made Easy: Things Someone Should Have Told You About Getting Your Grown-Up Act Together. BACKGROUND READING /episode/index/show/mindmatters/id/33024082

A Guide to School Counseling In a Neurodiverse World 09/05/2024

A Guide to School Counseling In a Neurodiverse World In episode 240, Emily Kircher-Morris chats with Brandon Gernux, an elementary school counselor from Santa Ana, California, and the 2024 Orange County Elementary School Counselor of the Year. Emily and Brandon dive into the importance of neurodiversity-affirming support in schools, sharing insights on how schools are slowly evolving to meet the needs of neurodivergent learners. They discuss the critical role school counselors play, particularly in addressing the challenges of camouflaging and masking, which can significantly impact students' social development and personal satisfaction. They talk about the value of self-advocacy, the necessity of including neurodiversity education in the curriculum, and how leveraging the strengths of neurodivergent learners can lead to more authentic and supportive school environments. Takeaways Schools need to adopt a neurodiversity-affirming framework to support neurodivergent learners. Camouflaging and masking can have negative impacts on students' social development and mental health. Self-advocacy skills are crucial for neurodivergent students to express their needs and receive appropriate support. School counselors play a vital role in advocating for neurodivergent students and addressing systemic barriers. Leveraging the strengths and interests of neurodivergent learners can enhance their learning experience. A neurodiversity-affirming approach in schools is a social justice issue. You are an educator who’s passionate about creating neurodiversity-affirming learning environments for students. So for our free annual fall event we’ve created specifically for you. The event will be held on Monday, September 23, and you can sign up to join Emily and a live panel of experts, who will be discussing ways to best support students of all neurotypes. Be sure to get your ! It helps the podcast grow, and supports all neurotypes by telling the world that “a little weird is good!” Brandon I. Gernux (he/they) is an Elementary School Counselor in Santa Ana, CA. Their passion lies in fostering inclusive classroom and school counseling practices to support autistic and ADHD students. Brandon has presented on embracing neurodiversity inclusion to educators and graduate students locally and nationally. Gernux is a leader of the ASCA Elementary School Counselor Affinity Group and serves on the CASC Social Justice, Equity, and Anti-Racism Committee, and was recognized as 2024 Orange County Elementary School Counselor of the Year. BACKGROUND READING /episode/index/show/mindmatters/id/32911217

Autistic Voices: Bridging the Communication Gap 08/29/2024

Neurodiversity Podcast

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