Amanda Morin

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2,385 appearances 9 recordings 1 series first heard Aug 2016 last heard Jul 2025

Amanda Morin’s voice in public audio — every appearance, attributed to the second.

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And I think the important thing I would add to that is just because it's in there doesn't mean they'll need it all the time.
But it does give them, your child, the option to use it when they do need it.
That's great.
Thank you.
I'm like knuckling through listening to you describe all of those things because I don't think I can do that in a day.
Like in in all seriousness, those are things I can't do in a day.
And when we ask our students to do them,
And students are developmentally not the same as adults, right?
At this point, we're asking them to do some things that we can't do.
And I think that that's important to recognize as well.
The other thing I would add to that is that we have to be prepared to receive that self-advocacy as teachers, right?
We can teach students to self-advocate and they can do it beautifully, but if we're not able to receive that and be received
respectful and have the conversation and make some of the the adaptations or the changes or even
talk about what else we could do, then we might be setting kids up to fail, which explains why they continue to mask, right, to some degree.
It's not the only reason they can continue to mask.
And then the other thing I would say too is not all students feel comfortable unmasking.
And there are situations in which that's the way that they handle being themselves.
And we need to
be okay with recognizing that we can't ask them to always unmask, but we can give them safer spaces to feel like they have the option to unmask.
Well in a neurodiversity affirming space, ideally they don't have to ask because you're providing those options to them upfront and not just neurodivergent students, all students.
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