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
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31:40
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
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32:41
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
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29:47
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
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27:23
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
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.
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