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

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

Key topics include:

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

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

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

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

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

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

Resources mentioned:

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

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

• Neurodiversity University Educator Hub

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

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

Key topics include:

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

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

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

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

Resources mentioned:

• Creating Neurodiversity-Affirming Schools online courses – Learn more

• Learn more about Kareem Neal

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

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

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

Key topics include:

• How educators can shift from “Why haven’t you…” to “What do you need?”

• The importance of neutral, nonjudgmental language in classroom communication

• Understanding fluctuating capacity and honoring student bandwidth

• Teaching and modeling self-advocacy through “co-advocacy”

• Strategies to scaffold communication and reduce power struggles

• Why presuming competence and reducing hierarchy matters

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

• Encouraging students to ask for clarification and use alternative phrasing

• Building rapport to support behavior interpretation and engagement
  
  

Resources mentioned:

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

• Neurodiversity-Affirming Schools PD Courses

• Neurodiverse Connections –Learn more