Creating Neurodiversity-Affirming Schools

About Creating Neurodiversity-Affirming Schools

Dive into the transformational ideas from the book Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported, with the Creating Neurodiversity-Affirming Schools podcast. Perfect for book clubs, professional learning communities, or individual listeners, this podcast breaks down each chapter into actionable discussions. Hosted by the authors of the book Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin will help you shift mindsets, implement inclusive strategies, and foster environments where every student feels accepted. Join the journey to reshape education and embrace the strengths of all learners.

Publisher

Emily Kircher-Morris & Amanda Morin

Category

education · health & fitness

Language

en

Explicit

No

First episode

20 Jan 2025

Latest episode

8 May 2025

Latest episodes

13 episodes in the feed.

1. 

   8 May 2025

   The Connection Between Neurodivergence and Mental Health

   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 (https://www.amazon.com/Neurodiversity-Affirming-Schools-Transforming-Practices-Professional%C2%AE/dp/B0D81QWSX8/)

2. 

   3 May 2025

   Neurodiversity-Affirming IEPs and 504s

   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

3. 

   18 Apr 2025

   Neurology Justifies Strengths-Based Supports

   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

4. 

   10 Apr 2025

   Setting the Stage for Neurodiversity-Affirming Communication

   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

5. 

   30 Mar 2025

   Supporting Sensory Needs in Schools

   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

6. 

   20 Mar 2025

   Building Emotionally Competent Classrooms

   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 (https://juliana-urtubey.com/)

7. 

   13 Mar 2025

   Rethinking Behavior in the Classroom

   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. Key Topics: 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 Resources Mentioned: 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

8. 

   27 Feb 2025

   Camouflaging, Masking, and Authenticity for Neurodivergent Students

   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. Key Topics: 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 Resources Mentioned: 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

9. 

   20 Feb 2025

   Supporting Neurodivergent Learners with Universal Design for Learning

   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 (https://www.cast.org/) 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

10. 

    14 Feb 2025

    Understanding and Confronting Ableism

    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 (https://mcie.org/) Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported - Order here Neurodiversity University Educator Hub: Join the Community (https://www.neurodiversity.university/educator-community)

11. 

    6 Feb 2025

    The Double Empathy Problem… and the Solution

    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

12. 

    30 Jan 2025

    Learner Variability and Neurodiversity-Affirming Schools

    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

13. 

    20 Jan 2025

    Now Is the Time to Build Neurodiversity-Affirming Schools

    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)

Reach and audience

Public platform figures. Ratings count people who left a rating, not total listeners.

Apple Podcasts (US)

4.8 / 5

5 ratings

Spotify

5.0 / 5

5 ratings

Podcast Authority Score: 32 / 100

A composite of feed quality, social presence, YouTube performance and engagement. Read the methodology.

Quality

51

Social presence

0

YouTube

0

Engagement

32

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