Neurodiversity-Affirming IEPs and 504s

In this episode of Creating Neurodiversity-Affirming Schools, Emily Kircher-Morris and Amanda Morin dive into how educators can shift IEPs, 504 Plans, and personalized learning plans from compliance-focused documents to strength-based frameworks. They discuss the importance of incorporating student voices and considering their unique strengths and needs. Emily and Amanda are joined by Karen Brown, Director of Gifted Education at Paradise Valley Unified School District. With over 35 years of experience, Karen shares innovative, practical approaches for creating inclusive, affirming learning environments, especially for twice-exceptional (2e) students. Key topics include: How educators can shift from deficit-focused to strengths-based approaches in IEPs and 504 Plans. Practical ways to incorporate student voice authentically into learning plans, even for younger students. Strategies for recognizing and supporting neurodivergent students who may not have formal diagnoses or plans. The importance of ongoing assessment and revision of accommodations to ensure effectiveness. Real-life classroom strategies like movement zones, flexible seating, and self-regulation toolboxes. Reframing "interventions" as "success plans" to emphasize potential rather than problems. Resources mentioned: Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported by Emily Kircher-Morris and Amanda Morin A Teacher’s Guide to Flexible Grouping and Collaborative Learning by Karen Brown – NAGC Book of the Year (2019) Neurodiversity University Educator Hub

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