A common topic in autism chatter of today is the “boom” in diagnoses, the refrain being that all of these people cannot actually be on the spectrum. The conversation is delicate because while there are a handful of explanations for this perceived rise in autism, not everyone who experiences difficulties in their social life is anything other than awkward. Not everyone who finds certain stimuli triggers their anxiety is living on the spectrum. It’s any wonder how many adults believe themselves to be autistic but aren’t, or are but have no idea.

While we celebrate the rainbow of neurodivergence, there also exists a challenge for educators and caregivers, who need to guide many variations of learners, regardless of neurotype, catering to their individual style of comprehension and attention. This is where Universal Design for Learning (UDL) truly changes the game.

Students with autism are more likely than their neurotypical peers to become the targets of bullying behavior (PACER). When the relational aggression is specific to the student’s disability, it can be deemed disability harassment. Disability harassment is a violation of three federal laws: the Individuals with Disabilities Education Act (IDEA 2004), Sec. 504 of the Rehabilitation Act (1973), and Title II of the Americans with Disabilities Act (1990).

With technological distractions inside the classroom, lifestyle stressors outside of it, learning challenges and varying degrees of disability, not to mention every student’s inner voice that questions their worth at every turn, it’s a wonder how learners get through it. Finding a place to learn and belong is of urgent, vital importance. Feeling valued and included by peers begins with the educator, and benefits the grown-ups and kids alike.

October is underfoot, and with it comes National Disabled Employment Awareness Month (NDEAM). In this annual celebration, we recognize the contributions of disabled employees, and work toward improved opportunity throughout the workplace. This year’s theme is “Advancing Access and Equity,” highlighting that despite the 19% of the American workforce experiencing some form of disability, their unemployment rate tends to be double that of the general population. We simply must be better.

Back when they were going through various developmental screenings and diagnostic processes, I had some preconceived notions of what their newly-named neurological differences meant. When I heard “autism”, I thought “Rain Man”. When I heard “ADHD”, I thought “overdiagnosed”. When I heard “intellectual disability”, I thought “not capable of graduation”. None of those thoughts were helpful.