Today’s episode is Part 2 of our conversation with Santanna Ficken, a mental health practitioner who proudly identifies as a disabled, autistic/ADHDer with multiple neurodivergencies. Santanna is a passionate advocate with MnNEAT (Minnesota Neurodivergent Education, Advocacy, and Therapy Services), which focuses on building trust and relationships in the neurodivergent community while advocating for social justice for all disabled people. Today’s episode is focused on how IEPs can be improved to be neurodiversity-affirming. Join us to learn more!

Show Highlights:

• Understanding what it means to be neurodiversity-affirming
• IEPs for neurodiverse students should respect autonomy, validate differences, assume competence, adjust expectations, encourage self-advocacy, adapt to systems/environments, and honor ALL forms of communication.
• The goal in IEPs should NOT be to change or “fix” the student!
• Examples of trauma for students caused by the IEP
• Santanna’s experience in school as a neurodivergent student
• The process of rewriting IEPs to be neurodiversity-affirming
• IEP data misses a lot of relevant information about the student’s experience.
• What Santanna would like school administrators to know

Links/Resources:

Connect with Santanna Ficken and MnNEAT: Website

Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org

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