Neurodiversity Podcast Authenticity: Belonging vs Fitting In
Speech Dude Chris Wenger joins Emily Kircher-Morris to discuss the importance of shifting from compliance-based educational strategies to more affirming practices for neurodivergent students. They explore the significance of creating safe and regulated environments, the difference between belonging and fitting in, and the need to redefine social goals to foster authentic connections among students. They talk about the value of autonomy, community building, and understanding the unique challenges faced by high school students in the context of neurodiversity.
TAKEAWAYS
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The shift from compliance-based strategies to affirming support is crucial for neurodivergent students.
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Belonging is more important than fitting in for neurodivergent individuals.
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Social goals should focus on authentic connections rather than masking behaviors.
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Autonomy in decision-making enhances both student and teacher experiences.
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Intersectionality plays a significant role in the experiences of neurodivergent individuals.
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After school clubs can foster connections between neurodivergent and neuro-normative students.
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Normalizing neurodivergent behaviors can enhance acceptance in schools.
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The DASL assessment tool focuses on strengths rather than deficits.
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Language used in reports can affect parent-child dynamics.
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Chris Wenger is a neurodivergent high school speech-language pathologist with over 20 years of experience, an international speaker, and the creator of the Dynamic Assessment of Social Emotional Learning, a strengths-based assessment designed for autistic students. He is also the founder of NeuroAffirm, a groundbreaking global directory that connects neurodivergent individuals and their families with affirming providers.
Widely known as Speech Dude, Chris has built a global following of nearly one million on social media, where he shares educational and inspiring content infused with humor. His work focuses on making neuroaffirming practices more accessible while empowering educators, therapists, and families to better support neurodivergent learners.
BACKGROUND READING