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