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Parent urges Wethersfield schools to expand neurodiversity‑affirming staff training for twice‑exceptional students
Summary
A parent urged the school board to require in‑depth, neurodiversity‑affirming professional development to support twice‑exceptional students, saying current practices too often treat neurodivergent behavior as willful misbehavior and result in exclusionary discipline.
Megan Glenovsky, a Wethersfield parent, used public comment at the April 22 board meeting to ask the Wethersfield School District to invest in neurodiversity‑affirming professional development for staff to better support twice‑exceptional students (students both autistic and gifted).
Glenovsky told the board, “We need training that helps staff understand how autism and giftedness intersect, recognize the difference between behavior that is willful and behavior that is communicative, [and] move away…
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