This document summarizes a neurodiversity workshop presented on August 21, 2023. The workshop covered an overview of neurodiversity and examples of neurodiverse conditions like autism, dyslexia, and ADHD. It discussed identity-first language, mitigating stereotypes, challenges faced by neurodiverse and neurotypical individuals, and practical advice for the classroom and workplace. Panel members provided perspectives on supporting neurodiverse students and understanding the complexity of these conditions.

1. INTRODUCTION TO
NEURODIVERSITY WORKSHOP
August 21, 2023
BY NADYA MODYANOVA, PH.D.
WITH SUPPORT FROM EHHD DIVERSITY, EQUITY, AND INCLUSION MINI-GRANT
PANEL MEMBERS:
CAROLYN LONG, SPEECH AND LANGUAGE PATHOLOGIST
JACQUELINE FRANK, MSU INSTRUCTION & ACCESSIBILITY LIBRARIAN
KELAN HEATH, MSU STUDENT
PLEASE RAISE YOUR HAND ANY TIME WHEN YOU HAVE A
QUESTION!

2. OVERVIEW
• Appreciating current awareness
• Examples of neurodiversity
• Identity language
• Mitigating stereotypes
• Challenges for neurodiverse individuals
• Challenges for neurotypical individuals who are interacting with
neurodiverse individuals
• Practical advice in the classroom and in the workforce

3. NEURODIVERSITY, AUTISM, DYSLEXIA,
ATTENTION DEFICIT DISORDER
• What are 5 words that come to mind when reading the title of the slide?
Write them down
• Share these words with person/people sitting next to you. Why these
words?
• Group share of highlights

4. NOTES ON 5 WORDS THAT COME TO MIND ABOUT
NEURODIVERSITY
continuum
isolating
not familiar with these terms
overgeneralizing
creative
difficulty
resilient
diverse strengths
frustration

5. WHY ARE WE DOING THIS?
“…the development of effective interventions requires greater
knowledge of autism spectrum disorder-specific models of
challenging behaviours.” (Leno et al., 2018, p. 1).
Thus, knowledge about and understanding of the complexity of
neurodiverse people has practical implications.

6. WHY ARE WE DOING THIS? (CAROLYN)
• Students with autism need lifelong support to navigate education (K-
12, higher ed, trade schools and certificate courses, and continuing
education as part of employment or work transition activities).
• Whether students choose to disclose their autism or not, their long-
term employment and quality of life is significantly impacted by their
disability with studies demonstrating 50-85% of adults with autism are
unemployed, and of those who are employed, 45% are underemployed
(A. Ohl et al., 2016).

7. WHY ARE WE DOING THIS? (CAROLYN)
• Adults with ASD also fall short of social outcomes of non-ASD peers
mid-life (Farley et al., 2018).
• Mental health remains a huge component of an autistic individual's life
experiences with 80% of individuals experiencing depression, anxiety
or other mental health disorders.
• A need for the ‘development of service delivery methods and
interventions that target marginalized groups’ and address the fact
that the majority of research with autistic college students fails to
include racial and ethnic minorities in their review of the Autism
Transitions Research Project (2017-2022). (Roux et al., 2023)

8. WHY ARE WE DOING THIS? (NADYA)
• Neurodiverse students are a highly underrepresented group at MSU.
• For example, according to Carolyn Long, Speech and Language
Pathologist (personal communication, April 3, 2023), there are 150
teenagers with autism within the special education at the Bozeman
School District of 7,500 students - that is exactly 2%.
• Yet according to Mike McNeil of Office of Disability Services at MSU
(p.c., March 31, 2023), there are only 100 students with autism that
he knows of among MSU's student body which is currently at 16,888
(MSU News, September 21, 2022), a rate of 0.6%.
• Somewhere along the way, we lose nearly 70% of teenagers with
autism, teenagers who, with the right supports, can succeed at
university and later in society.

9. THE CHALLENGE
• Warning: distressing news in next three slides

10. Israeli Court Acquits Police Officer Who Killed Autistic Palestinian Man.
July 6, 2023, NY Times
https://www.nytimes.com/2023/07/06/world/middleeast/iyad-al-hallaq-officer-acquitted-israel.html

11. ISRAELI COURT ACQUITS POLICE OFFICER
WHO KILLED AUTISTIC PALESTINIAN MAN.
JULY 6, 2023, NY TIMES
• “The man, Iyad al-Hallaq, 31, was shot and killed by an Israeli police
officer in Jerusalem’s Old City in May 2020 while walking to the
special-needs school where he was a student.”
• “But the judge called the killing an “honest mistake” because the
officer — whose name the courts have barred from publication —
mistook Mr. al-Hallaq for an armed terrorist.”
• “On the day he was killed, Mr. al-Hallaq had entered the Old City,
where he engaged in “behavior that aroused the suspicions” of the
police officers, Judge Lomp said. The officers chased him, calling for
him to halt, prosecutors said.

12. ISRAELI COURT ACQUITS POLICE OFFICER
WHO KILLED AUTISTIC PALESTINIAN MAN.
JULY 6, 2023, NY TIMES
• “The officers cornered Mr. al-Hallaq in a trash storage area, where
the officer shot him in his lower body, according to court filings. Mr.
al-Hallaq fell to the ground and the officer’s commander ordered a
halt to the shooting, prosecutors said. Mr. al-Hallaq’s teacher, who
also arrived on the scene, said she shouted in Hebrew that he was
disabled and posed no threat.
• But after Mr. al-Hallaq made a movement, the officer fired a second
time at Mr. al- Hallaq’s upper body, killing him as he lay on the
ground, prosecutors said.
• The officer’s attorneys successfully argued that the decision to shoot
Mr. al-Hallaq was within accepted procedures, as even wounded
assailants could still pose a threat, said Ms. Nahmani-Bar.”

13. THIS HAPPENS IN THE USA TOO
• 13-Year-Old Boy With Autism Disorder Shot By Salt Lake City Police
• “Barton said Linden has Asperger syndrome. She had just returned to
work for the first time in nearly a year and said that her son suffers from
separation anxiety.”
• $3M Settlement to Utah Family of Autistic Boy Shot by Police
• Elijah McClain: ‘No legal basis’ for detention that led to death
• “McClain, an autistic musician and massage therapist, was walking home
from the corner store when three white police officers confronted him.”

14. THIS HAPPENS IN THE USA TOO
• Parents of Black autistic sons share their stories after tragic encounters with
police
• “In 2019, now 24-year-old Matthew Rushin caused a life-threatening
multivehicle crash in Virginia Beach. His mother, Lavern Rushin, says her
son's echolalia - a coping mechanism some people with autism may use
when struggling to find their own words - was misunderstood by police at
the scene of the crash.”
• “Only eight states offer police training for autistic individuals.”
• "Many individuals with autism don't respond immediately to commands.
Many don't necessarily understand even some of the complicated
commands that may be given by law enforcement agencies. So that may
be seen as a form of noncompliance…"

15. REFLECT ON YOUR CURRENT EMOTIONAL RESPONSE
TO THIS INFORMATION→SHARE WITH YOUR TABLE
DO YOU FEEL A CALL TO ACTION?

16. SOURCES OF INFORMATION IN THIS WORKSHOP
• Scientific articles
• corroborating information from Autism advocates (Autism
Discussion Page) and Autistic/ADHD adults (NeuroWild), among
others.
• Some quotes mention children - most strategies, supports, and
challenges are appropriate for adults too
• Our research and work experience

17. PREVALENCE, CHALLENGES/DIAGNOSES, FAMOUS PEOPLE
• Autism spectrum disorder, ~3% (Maenner et al., 2020)
• Challenges with social interaction, communication, and repetitive behavior
• Dr. Temple Grandin, Greta Thunberg, Rain Man (Kim Peek), Anthony
Hopkins
• Attention Deficit/Hyperactivity Disorder, ~10% (Sayal et al., 2018)
• Challenges with directing attention with/out hyperactivity
• Simone Biles, Michael Phelps, Adam Levine, Greta Gerwig (Barbie Director)
• Dyslexia, ~20% (Wagner et al., 2020)
• Reading impairments
• Steven Spielberg, Todd “Hammer” Semmes - Founder and CEO of
Spydercam (Stranger Things, Spider Man, Avengers, Game of Thrones),
Michelle Carter (Olympic gold in Rio)
• Developmental Language Disorder, ~7% (Lindsay & Strand, 2016)
• Language impairments (comprehension and/or production)
• ….?

18. BEHAVIORAL VS. BRAIN DIFFERENCES
• “Diagnosing based on behavioral symptoms leads us to believe that if you
change the behaviors the person is no longer autistic.
• Autism consists of perceptual, processing and thinking differences; a different
way of perceiving and experiencing the world.
• Nowhere in the diagnosis do you see all the
• sensory processing issues;
• difficulty reading context,
• struggles processing multiple information simultaneously,
• difficulty filtering irrelevant details,
• the list of executive functioning challenges,
• attention to details and facts,
• emotional regulation issues,
• lack of flexible thinking…“
• “Unfortunately, for many on the spectrum who do not exhibit the obvious
“autistic” behaviors, their struggles go unrecognized. Autism is a human
condition, not a behavior disorder.” Autism Discussion Page, July 22 2023

20. IDENTITY LANGUAGE
• Person first language
(e.g., a student with autism)
• Vs.
• Language that Embraces Identity
(e.g., autistic student)
Bottema-Beutel, et al. (2021). Avoiding Ableist Language: Suggestions for
Autism Researchers. Autism in Adulthood, 3(1), 18–29.

21. TERMINOLOGY
• Better terminology: “Students with additional needs”: not disabled,
not special education, not “othering” – just need a bit more help.
• Government of Victoria, Australia. Personalised Learning and
Support Inclusive Classrooms for Students with Additional Needs.

22. MORE TERMINOLOGY: “HIGH OR LOW FUNCTIONING”
**DISPREFERRED**
Low functioning = low
verbal
High functioning = high
verbal
→can be different from
actual severity of brain
processing differences

23. A SPECTRUM
A medical condition or just a difference? The question roils
autism community
• “On one side are parents of autistic children with severe traits —
including intellectual disability, limited language ability and self-
harm — who say autism is a medical condition that needs often-
intense treatment.
• On the other side are supporters of “neurodiversity,” who
maintain that the condition represents a neurological difference
and a disability — one that society should accept and
accommodate rather than try to prevent or cure.”

24. MITIGATING STEREOTYPES
AND
ASSUMPTIONS

25. MITIGATING STEREOTYPES AND ASSUMPTIONS

26. CHALLENGES FOR NEURODIVERSE INDIVIDUALS

27. CHALLENGES FOR NEURODIVERSE INDIVIDUALS
(NT = Neurotypical)

28. CHALLENGES FOR NEURODIVERSE INDIVIDUALS

29. CHALLENGES WITH MASKING
• “Autistic adults have coined the word, “masking” to refer to the need
to
• (1) suppress their autistic tendencies (mannerisms, preferences,
sensory vulnerabilities, etc.) and
• (2) pretend to be normal (copying the actions and social scripts of
non-autistics.)
• Not only is this stressful and draining, it is also oppressive and
demeaning.”
Autism Discussion Page, August 7, 2023

30. CHALLENGES WITH SOCIAL/COMMUNICATION
• “Social interaction (relating in the N[euro]T[ypical] world) requires
simultaneous processing numerous information
• words, pragmatics, facial expressions, body language, intentions and
perspective of the other, multiple meanings relative to the context of
conversation, past experiences with that individual, etc.”
• “One of the major difficulties in relating for many people on the spectrum is
their difficulty with rapidly processing multiple information simultaneously. “
• “...this problem is due to poor connectivity between the different areas of
the brain.
• “Being able to effectively interact in dynamic conversation requires this
ability to coordinate this back and forth, rapidly changing interaction.”
Autism Discussion Page, August 6, 2023

31. • “This multi-tasking is almost impossible for those on the spectrum”
• “People with ASD often do better in instrumental conversation, usually
centered on sharing information about a specific topic object or event. ”
• “If neurotypical people could find a way to communicate with words only
and say exactly (literally) what they mean without relying on nonverbal cues,
then relating for people with ASD would be much easier. “
• “Unfortunately, that is not how we relate. Our interactions are filled with
vague hidden meanings which are often communicated by our facial
expressions, body language, and intonation/fluctuations in our voice.”
Autism Discussion Page, August 6, 2023
CHALLENGES WITH SOCIAL/COMMUNICATION

32. CHALLENGES WITH SOCIAL INTEREST
• Social ability ≠ social interest
• “Although there are some people on the spectrum that are not really
interested in connecting with others, there are many who are very socially
motivated. “
• “difficulty with coordinating back and forth cooperative [interaction],
maintaining purposeful interaction, and repairing breakdowns in
communication. “
• “may recognize this difficulty and tend to play along the outside of the group,
or not recognize this problem and try to dominate the [interaction]. “
• “may not understand social boundaries and become overbearing or intrusive
in their [interaction]. They may not be able to take turns and understand all
the social rules of the [interaction]. “
Autism Discussion Page, August 4, 2023

33. • “Because of this, we need to provide … numerous opportunities to learn how to
• (1) reference and read the perspectives and intentions of others,
• (2) reference and read nonverbal language,
• (3) initiate and maintain back and forth, reciprocal interaction, and
• (4) read the unwritten rules of relating given the context they are in.
• Without these skills, the [person] is left helpless in the very confusing world of
relating with others. This leads to strong social anxiety and eventually depression
from years of trying to fit in and not getting it! “
Autism Discussion Page, August 4, 2023
CHALLENGES WITH SOCIAL INTEREST

34. • “...it is not the lack of academic skills that affect the quality of life for adults
on the spectrum, it is the lack of social functions that make it difficult for
them to relate in a very social world (as well as the lack of others to accept
and adjust to the differences they present.)
• “Many individuals on the spectrum can achieve graduate degrees but cannot
hold down a job because of their inability to handle the social demands of the
setting.“
• “It takes a lot of mental energy to try to regulate with others.”
• “We tend to think by throwing them into a lot of group social activities, the
[person] will naturally develop stronger social skills. That is not true. ... “
Autism Discussion Page, August 4, 2023
CHALLENGES WITH SOCIAL INTEREST

35. CHALLENGES WITH EXECUTIVE FUNCTION
• ”People with executive functioning issues usually have difficulties in the
areas of
• attention,
• impulse control,
• working memory,
• planning, and organizing,
• monitoring one’s own actions, and
• multi-tasking. “
JUNE 28 2023, AUTISM DISCUSSION PAGE

36. • “To compensate for weak executive skills, we usually need to provide the
function “externally” to substitute for what the brain cannot do
“internally” until we can teach an “automatic routine” (habit) to take its
place.
• The habitual routine takes the place of the need for the cognitive
“thinking” skill they lack.
• When someone has good executive functioning, we assume they can
inhibit their impulsive response long enough to use there “thinking skills”
to appraise, evaluate, and execute what is needed.
• When the brain does not do that naturally, we have to provide that
function externally… until we establish a set routine that becomes
automatic (habit). “
JUNE 28, 2023. AUTISM DISCUSSION PAGE
CHALLENGES WITH EXECUTIVE FUNCTION

37. CHALLENGES WITH TIME
• “We also have anxiety from an undeveloped temporal sense…feeling that
conditions are permanent. Even if we cognitively know our flu won't last
forever, anxiety of an upcoming test won't last forever, etc., we experience
it as permanent. Imagine if you thought the eyelash in your eye was
forever? It can help us when someone tells us/ reminds us "this traffic
jam/…the stomach ache you have, etc. is *temporary*."
• ”Also, having poor temporal sense means that people cannot effectively
judge how long it will take to do something.“
• “When you do not have a good sense of time it leaves you feeling insecure
and feeling inadequate.”
• “Also, for many children, the word "no”: means never, forever! If they
desperately need or want something at that moment and are told abruptly
"no," you may get an immediate meltdown because to them, "no" does not
mean "not right now, but later." It is permanent, never.”
AUTISM DISCUSSION PAGE, JUNE 26 2023

38. OTHER CHALLENGES FOR NEURODIVERSE
INDIVIDUALS
• MANY!!!
• Invisible differences and disabilities
• Information processing
• Sensory Processing
• https://www.facebook.com/photo.php?fbid=250092887929735&
set=pb.100087870753308.-2207520000.&type=3
• Initiating task
• https://www.facebook.com/photo?fbid=233930276212663&set=
pcb.233934056212285
• Anxiety and mental health

39. CONSIDER - WHICH IS/ARE/COULD BE THE BIGGEST
OF THESE CHALLENGES FOR YOUR STUDENTS?
SHARE WITH YOUR TABLE

41. CHALLENGES FOR NEUROTYPICAL INDIVIDUALS WHO ARE
INTERACTING WITH NEURODIVERSE INDIVIDUALS
• Incorrect Assumptions because of Lack of awareness
• “Autism in the Criminal Justice System, with Carol S. Weinman,
Esq., C.A.S. “ [YouTube, 4:04-7:00]
• School to prison pipeline: Students of color and special education are
overrepresented in school misbehavior.
• Gray, L. (2019). Special and Gifted Education. In Educational
Trauma - Examples From Testing to the School-to-Prison Pipeline.

42. SOLUTIONS AND ADVICE FOR YOU
• Be open minded, don’t make
assumptions
• Be understanding
• Ask people about their differences
and how to help them.
• Come from a point of view of
curiosity and patience
• Provide structure and reassurance
• Predictability is important
• “Be willing to accomodate
individual’s need. Autistic people
are not a monolith, and it is
important to realize that we are
individuals, and each have different
support needs.” (Kate Pliska, p.c.)

43. ADVICE: COMMUNICATION AND SOCIAL
“How do we help make conversation easier?
1. Speak very literal; saying what you mean, leaving very little room for
misunderstanding. Don’t use vague language, filled with multiple meanings,
innuendos, sarcasm, analogies, etc. Say what you mean, and mean what you say.
2. Use a lot of concrete examples to clarify what you are saying. Then verify they
understand it correctly.
3. Slow down the information you are giving, allowing the person to process what
you are saying and meaning. Present information sequentially, rather than giving
multiple information simultaneously.
4. Try not to jump from one topic to another without giving a clear transition that
you are doing so.
5. Make sure you clarify that the person understands before moving on further
into the topic. Don’t assume that the person understands your position, especially
your thoughts, feelings, and perspectives on things. You have to say them verbally”
Autism Discussion Page, August 6, 2023

44. COMPLIANCE - CONSIDER THE COST
• “When we view their
unresponsiveness as resistance and
noncompliance, we tend to
increase our prompting and press
the [person] to respond.
• This will further overload the
[person] who is trying to keep it
together and rebound.
• This temporary “freeze” is just that,
temporary! If you continue to press
the [person], he goes from “freeze”
to “fight or flight” (panic).
• The brain, in essence, … panics, and
will act out to fight or flee.
• Then the [person] is labeled as
violent, aggressive, and disruptive!“
Autism Discussion Page, May 28, 2023

45. ADVICE: EXECUTIVE FUNCTION: ATTENTION
• “for individuals with ADD and ASD, most strategies have focused on finding
ways to compensate for those weaknesses, building in strategies to work
around the issues. …
• 1) Physical environment: Making modifications to the classroom to minimize
distractions, sitting the [person] to face away from activity that may distract,
using partition if needed to do work, taking the [person] out of the classroom
for tests, etc.
• 2) Tasks modifications: Breaking the task down into smaller parts, presenting
only one portion at a time, presenting page rulers/templates, written outlines
to highlight important information, etc.
• 3) Individual coping skills: Sitting on exercise ball, chewing gum, and listening
to MP3 player to facilitate attention; [fidget toys]; using visual schedules, to-do
lists, and task sequence lists to keep the person-oriented to what to do and
when to do it; setting auditory cues (alarms) on watches and smartphones to
cue people into what and when to do something. “
JUNE 28, AUTISM DISCUSSION PAGE

46. ADVICE: EXECUTIVE FUNCTION: EXECUTIVE SKILLS
• “To compensate for weak executive skills, we usually need to provide the
function “externally” to substitute for what the brain cannot do “internally”.
• 1) to always set up a visual list (checklist, written steps) when starting new
routines, until they become automatic habits. We use a habitual routine to
by-pass the executive functioning (think it through) process.
• 2) A [person] who impulsively blurts out comments while the teacher is
talking can be taught (prompted and practice) raising his hand before
talking.
• The teacher has to prompt, practice, and reinforce until it becomes a habit.
We might also place a visual cue card for raising a hand (no talk, raise hand)
on his desk to remind him visually. ”
JUNE 28, AUTISM DISCUSSION PAGE

47. ADVICE: EXECUTIVE FUNCTION: EXECUTIVE SKILLS
• 3) A [person] who has difficulty rushing through tasks and doing a sloppy
job may be given a visual model, or photo, of the finished product to
match his work too.
• we are not necessarily improving the executive functioning skills, but
providing the missing function “externally” until it becomes a habit, which
by-passes the need for the cognitive (thinking) mediation.
• Just like all of us, we need to develop strategies to compensate for our
weaknesses. By focusing on developing our strengths and compensating
for our weaknesses, we grow stronger!”
JUNE 28, AUTISM DISCUSSION PAGE

48. SUPPORTING PROCESSING DIFFERENCES (REDUCING
INFORMATION OVERLOAD).
• “Understanding goes a long way.
• The best way to earn the trust of [people] on the spectrum is to understand,
accept, and respect their processing needs. Understand the processing needs of
the [person] and then match our demands to their processing abilities.
• Work with the person, rather than expecting them to match us. Tailor what we
ask to how they process and learn.
• If progress or communication breaks down, assume that we need to back up and
change our approach (or communication), not require the person to change.
• Sometimes we may not be able to do anything about the overload, but knowing
that you understand and support them can lower their anxiety, help them feel
safe, and establish trust that you protect them.
• Assume, when the [person] is hesitant or struggling, they are possibly
overwhelmed.
• Acknowledge and validate that you understand how the world is often chaotic,
confusing, and overwhelming.”
AUTISM DISCUSSION PAGE, MAY 27 2023

49. SUPPORTING PROCESSING DIFFERENCES (REDUCING
INFORMATION OVERLOAD).
• 1. Give the [person] time to process. With delayed processing, it is
important to give the [person] at least 10-20 seconds to respond (even
longer for some [people]). If you keep repeating the prompt, before
processing is completed, the [person] must start processing all over. This is
very frustrating and exhausting.
• 2. Let the [person] pace the performance. We cannot push a person faster
than his brain can process. If we do, the brain panics and reacts in “fight or
flight.” …We constantly try to speed these kids up, pushing them faster than
they can process. This can be frustrating for us since we process faster and
naturally get impatient when we must slow down. But slowing down and
letting the [person] pace their performance helps tremendously.
• 3. Shorten your words. Provide very short, concrete directions. Use short
phrases and sentences with only the main point. Many of the [people] have
auditory processing problems. The longer the sentences and the more words
used, the greater the chance the information will get jumbled and lost. Only
use the important words, getting to the point.

50. SUPPORTING PROCESSING DIFFERENCES (REDUCING
INFORMATION OVERLOAD).
• 4. Use visuals whenever possible. Demonstrate (model) what you want.
Give visual directions. Write out short instructions instead of relying on
verbal directions. Words are fleeting, whereas written instructions are
constant and can be easily referenced.”
• 5. Break it down; slow it down. Break tasks down into smaller parts and
give [people] each step sequentially. If possible, give them a checklist to
mark off as they do each step. Do not expect the [people] to multitask. Allow
them extra time, but let them finish. It is important to finish one task before
going to another.
• 6. Use visual templates. Give student outlines, laying out the important
points so the [person] can categorize the information you give them. A
simple outline will highlight to them what information is important and give
them mental files for categorizing, organizing, and storing the information.
Consider using worksheets, outlines, and other templates that help the
[person] organize and categorize important information.”
AUTISM DISCUSSION PAGE, MAY 27 2023

51. SUPPORTING PROCESSING DIFFERENCES (REDUCING
INFORMATION OVERLOAD).
• 7. Prepare by previewing. If possible, preview the learning ahead of time to
give a mental framework of what is being presented. Many of the [people]
have difficulty sorting out the relevant information from the irrelevant.
Previewing highlights the areas of importance to help direct their attention
and gives them a frame of reference to organize the information.
• 8. Avoid mental drain: Be interactions of how draining their processing can
be and provide frequent breaks to rebound and regroup. Do not wait until
they get taxed and overwhelmed. Allow for frequent breaks to maintain their
energy reserve. We often press forward until they are drained and agitated
before giving them a break. We should be building breaks in before they
reach that point.
• 9. Know the early signs: Most importantly, be aware of the early signs that
the person is getting overwhelmed. Most [people] will provide you behavior
indicators that they are starting to get upset. When you see these signs,
immediately stop the demands, give a break, and provide support.”
AUTISM DISCUSSION PAGE, MAY 27 2023

52. A DIFFERENT WAY OF TEACHING: WE-DO (MENTORING)
Vs. INSTRUCTIONAL TEACHING
Autism discussion page, July 12 2023

53. SCREENTIME - A BENEFIT

54. MAIN TAKEAWAY: DON’T DO THIS:

55. HOW CAN YOU IMPLEMENT THESE IN YOUR
CLASSES? WHAT ARE THE BARRIERS? WHO CAN
HELP YOU?
SHARE WITH YOUR TABLE

56. NOVEMBER 2023:
WORKSHOP AT MSU ABOUT SUPPORTING NEURODIVERSE
STUDENTS IN TRANSITION FROM HIGH SCHOOL TO MSU
→FUNDED BY THE MSU OUTREACH AND ENGAGEMENT SEED GRANT
→LOCAL SPECIAL EDUCATION TEACHERS
→ALLEN YARNELL OFFICE OF STUDENT SUCCESS
→OFFICE OF DISABILITY SERVICES
→BLACKSTONE LAUNCHPAD
WE INVITE THE EHHD COMMUNITY!

57. RESOURCES - recent news
• Washington Post: “Activists with ADHD push for a world more friendly to those with the
disorder”. 2021.
• The Conversation. “What are ‘masking’ and ‘camouflaging’ in the context of autism and
ADHD?” 2023.
• NBC Montana: ZooMontana installs Autism Sensory Guides
• New York Times: “An Office Designed for Workers With Autism.” 2019.
• CNN: “Goldman Sachs plans to hire more neurodiverse employees, including people on
the autism spectrum.” 2019.
• KBZK Montana: “Kalispell comic book author with autism hopes to inspire others with
his story”. 2019.
• Irish Examiner: “Neurodiversity makes teams more productive, says recruiter”. 2022.
• BBC News: The silent struggles of workers with ADHD. 2022.
• Sydney Morning Herald: “People with autism dying at twice rate of general population:
new study.” 2019.
• Independent UK: “Women and girls with autism face double discrimination from a
patriarchal society that fails to see them.” 2018.
• The Sydney Morning Herald: “What if autism is different for girls?” 2018.
• Washington Post: “How women and girls with ADHD are given short shrift with
treatment, other forms of help”. 2020.

58. RESOURCES - first person accounts
• Autism: PBS documentaries, Neurotypical. 2013. Aging out in Montana.
• ADHD: Excerpts from: Falling Through The Ceiling: Our Family ADHD
Memoir by Audrey R. Jones and Larry A. Jones, M.D.
• Dyslexia: TedX talks by Jonathan Mooney who has Dyslexia and ADD
• DLD: Story by Grant – a young man with DLD [Facebook video from Boys
Town Research Hospital]
• Grandin, T. (1992). Calming effects of deep touch pressure in patients with
autistic disorder, college students, and animals. Journal of Child and
Adolescent Psychopharmacology, 2(1), 63-72.
• Dyslexic Advantage. “Dyslexia is My SUPERPOWER”
• Medium. “Attention Austin Architects with Super Powers!”
• Additude Mag. “Talking About ADHD: What I Would Never Trade Away "
• Medical News Today. “6 strengths and benefits of ADHD"
• The Guardian. "Is my autism a superpower?” 2019.
• Uta Frith on talents in ASD. 2017. [YouTube]

59. RESOURCES - social media
• https://www.facebook.com/autismdiscussionpage
• https://www.facebook.com/katyhigginsleemft
• https://www.facebook.com/profile.php?id=100087870753308 “Neuro Wild”
• https://www.autismspeaks.org/
• https://www.autismspeaks.org/tool-kit/adult-autism-diagnosis-tool-kit
• https://www.facebook.com/groups/1340862249376966/ “Autism Support and
Love in Montana”
• https://www.facebook.com/BigSkyAutismProject
• https://www.facebook.com/MTFamily2Family
• https://www.facebook.com/HeartismCommunityCenter