Expert Tips for Educators & Therapists

What Masking Costs Kids Over Time

A child can appear calm, compliant, and successful at school while falling apart at home, and both experiences can be real. Explore the hidden cost of masking, signs of neurodivergent burnout, and why quiet or compliant behavior doesn’t always mean a child is thriving.

“I Wouldn’t Even Know They Had Autism”

“You’d never even know” may sound like a compliment, but it can reveal just how much effort a neurodivergent person is putting into masking. Explore what social, behavioral, and communication masking can look like and why creating spaces for authenticity matters.

What Is Masking?

Masking can shape nearly every part of a neurodivergent child’s day, even when the adults around them don’t recognize it. Learn what masking is, why autistic and ADHD children may mask, and the different ways it can show up at school, at home, and in social situations.

From PDA to Masking

Why does a child who appears calm and compliant at school fall apart the moment they get home? Explore the connection between PDA and masking, and why holding it together all day can leave neurodivergent children exhausted and dysregulated in the places they feel safest.

The “Coffee Filter” Brain

For a child with ADHD, “hold that thought” can be much harder than it sounds. Explore why interrupting may be connected to challenges with filtering and holding onto information, plus simple strategies that can help kids feel confident their ideas won’t disappear.

You Cannot Put a Timer on a Nervous System

There’s no timer for dysregulation. Trauma-certified SLP Polina Shkadron shares why a child who looks calm may still be recovering internally and how giving kids more agency can support genuine regulation, trust, and connection.

Understanding PDA

What if “non-compliance” is actually a sign that a student is overwhelmed? Explore the PDA profile and how shifting our understanding of demand avoidance can help SLPs respond with greater curiosity, flexibility, and respect for autonomy.

Germaine Graham on Bilingual, Family-Centered Care for Deaf and Hard-of-Hearing Kids

What does bilingual, family-centered support for Deaf and hard of hearing children actually look like? SLP Germaine Graham shares how she brings ASL, spoken English, family partnership, and functional goals together to support DHH children across home, school, and community settings.

5 DHH-Inclusion Habits That Cost Nothing and Change Everything

Supporting Deaf and hard of hearing students doesn’t always require new technology or a bigger budget. These five simple, no-cost habits can make classrooms, therapy sessions, and everyday interactions more accessible and inclusive for DHH students.

Using Curriculum to Support School-Age DHH Students

Supporting DHH students goes beyond communication accommodations. Explore how curriculum access, instructional materials, and literacy intersect, plus grab a practical resource designed to help school-based professionals make grade-level content more accessible without lowering expectations.

Deaf Culture 101

Deaf or deaf? Why is “hearing impaired” outdated? From terminology to eye contact and interpreter etiquette, this quick Deaf Culture 101 primer covers five things every professional working with Deaf and hard of hearing individuals should know.

Deaf Awareness Month

As Deaf Awareness Month comes to a close, we’re looking back at the resources, conversations, and practical strategies we shared throughout September, from Deaf culture and DHH-informed practice to family-centered therapy, curriculum access, and lived experiences.

Jasmine's Journey

Dr. Jasmine Simmons shares her journey growing up deaf, later being diagnosed with Usher syndrome, becoming an audiologist, and finding purpose through advocacy and storytelling. Her story is a powerful reflection on disability, identity, grief, representation, and choosing to live fully in the face of uncertainty.

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