Parent advocates for neurodiversity training in education for twice exceptional children

A powerful call for change echoed through the Wethersfield Board of Education meeting on April 22, 2025, as a parent of a neurodivergent child urged the district to enhance support for twice-exceptional students—those who are both gifted and autistic. The parent shared a heartfelt testimony about their child's unique challenges, emphasizing the need for educators to understand the complexities of neurodiversity rather than viewing behaviors through a deficit lens.

The speaker highlighted that many educators misinterpret the behaviors of neurodivergent students, often labeling them as willful disobedience instead of recognizing them as coping strategies or communication attempts. "When twice-exceptional kids stand out because they're louder or move differently, they often become the target of disproportionate discipline," the parent stated, calling for a shift in perspective.

To address these issues, the parent advocated for comprehensive staff training focused on neurodiversity. This training would empower educators to recognize the intersection of autism and giftedness, differentiate between communicative and defiant behaviors, and adopt inclusive, strengths-based responses. "Training helps educators shift from asking, 'What's wrong with this child?' to 'What's happening here?'" they explained.

The parent concluded with a poignant reminder that many children like theirs are waiting for understanding and support in schools. "My child is not broken. He is bright and complex and human," they asserted, urging the district to invest in policies and training that foster a compassionate and informed approach to neurodiversity. The meeting underscored the urgent need for systemic change to ensure that all students receive the understanding and support they deserve.