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

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

Key topics include:

• Why unmet sensory needs can be invisible barriers to learning

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

• Practical classroom adjustments to reduce visual and auditory overstimulation

• The importance of student autonomy and flexible sensory supports

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

Resources mentioned:

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

• The Genius of Play – thegeniusofplay.org

• Understood.org – understood.org

• Neurodiversity-Affirming Classroom Audit & Student Sensory Inventories

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

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

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

Key topics include:

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

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

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

• Strategies for repairing relationships after moments of frustration or miscommunication

• Using think-alouds to model emotional regulation for students

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

Resources mentioned:

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

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

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

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

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

• The unintended harm of traditional behavior management systems

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

• Why educators need to unlearn outdated behavior practices

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

• Elizabeth Sautter’s evolution in supporting neurodivergent learners

• Emphasizing regulation over compliance in the classroom

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

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

• Zones of Regulation – Learn more here

• Whole Body Listening Larry resources – Updated materials

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

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

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

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

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

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

• The benefits and drawbacks of masking in different contexts

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

• • Trust your feelings

  • Reflect on camouflaging

  • Understand your needs

  • Experiment with expression

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

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

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

• The Neurodiversity Podcast

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

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

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

Key topics include:

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

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

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

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

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

Resources mentioned:

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

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

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

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

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

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

Key topics include:

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

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

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

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

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

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

Resources mentioned:

• Think Inclusive Podcast by Tim Villegas

• Maryland Coalition for Inclusive Education

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

• Neurodiversity University Educator Hub: Join the Community

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

Key topics include:

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

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

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

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

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

Resources Mentioned:

• The Double Empathy Problem (Damian Milton, 2012)

• Neurowild by Em Hammond – Visual resources explaining neurodiversity concepts

• Neurodiversity University Educator Hub: Join the Community

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

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

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

Key topics include:

• What it means to create neurodiversity-affirming schools.

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

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

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

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

Resources mentioned:

• Learner Variability Navigator (Digital Promise)

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

• Neurodiversity University Educator Hub: Join the Community

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