The Blog
When Inclusion Is Just Another Word for Control
This article critiques how many so-called inclusion efforts are actually systems of control that require autistic people to conform to neurotypical norms in order to be accepted. It explores how schools, workplaces, and therapeutic settings often use the language of care while enforcing compliance and masking, rather than creating accessible environments. True inclusion, the article argues, must center autonomy, access, and systemic change, not performance or assimilation.
Navigating Neurodivergence in Grad School: A Survival Guide
Graduate school presents unique challenges for neurodivergent students, including difficulties with time management, executive function, social expectations, and sensory regulation. By implementing personalized strategies such as structured scheduling, alternative networking methods, advocating for accommodations, and prioritizing mental health, neurodivergent students can navigate academia in a way that supports both their success and well-being. Thriving in grad school requires working with neurodivergence rather than against it, creating a sustainable academic experience that aligns with individual strengths and needs.
The Case for Universal Design in College Classrooms: Making Higher Ed Accessible for All
Universal Design for Learning (UDL) is a framework that makes college classrooms more accessible by proactively accommodating diverse learning styles rather than relying on reactive accommodations. By incorporating flexible teaching methods, alternative assessment options, and accessible course materials, UDL benefits not only neurodivergent and disabled students but also the broader student population. Implementing UDL in higher education reduces barriers, fosters inclusivity, and ensures that all students have equal opportunities to succeed.