The Inclusion Bites Podcast - #167: Step Into My Shoes

Episode Category

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Primary Category: Neurodiversity Secondary Category: Overcoming Adversity

🔖 Titles

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1. Navigating Neurodiversity: Rebecca Engle’s Journey Towards Inclusive Education and True Belonging 2. Step Into My Shoes: Understanding Autism Through the Eyes of an Advocate and Educator 3. From Stimming to Self-Advocacy: Empowering Autistic Learners for Inclusive Futures 4. Beyond Labels: Creating Safe Spaces and Equity for Neurodiverse Students 5. The Power of Lived Experience: Rebecca Engle on Transforming Autism Advocacy 6. Unmasking Inclusion: Deconstructing ABA, CBT, and Classroom Acceptance for Autistic Youth 7. Thriving, Not Just Surviving: How To Support Autistic Pupils in Neurotypical Spaces 8. Bridging the Gap: Why Communication Styles Matter in Inclusive Schools 9. Neurodiversity in Focus: What Today’s Classrooms Get Right and Wrong About Autism 10. Step Into My Shoes: Building Empathy and Effective Support for Neurodivergent Learners

A Subtitle - A Single Sentence describing this episode

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Rebecca Engle shares her journey as an autistic educator, illuminating the challenges and triumphs of neurodivergent students while advocating for authentic inclusion, self-acceptance, and the value of celebrating differences within education and society.

Episode Tags

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Autism Advocacy, Inclusive Education, Neurodiversity Acceptance, Special Education, Childhood Diagnosis, Disability Empowerment, Behavioural Support, Student Wellbeing, Communication Differences, Belonging in Schools

Episode Summary with Intro, Key Points and a Takeaway

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In this episode of The Inclusion Bites Podcast, Joanne Lockwood is joined by Rebecca Engle for an honest exploration into the lived experience of being an autistic educator and advocate. Together, they invite listeners to “step into the shoes” of someone who navigates neurodiversity both personally and professionally. Their discussion traverses Rebecca's childhood journey through early specialist education, the realisation of difference brought on by others’ reactions, and the everyday experience of masking, stimming, and direct communication. The conversation offers rare insight into the emotional and sensory landscape of neurodivergence, laying bare both the internal and external challenges – as well as moments where neurodiversity is simply, and powerfully, an authentic way of being. Rebecca is a dedicated special education teacher, author, and advocate based in Texas, whose work centres on fostering genuinely inclusive learning environments and empowering neurodivergent students. Diagnosed in early childhood with a multitude of developmental differences now understood as falling under the autism spectrum, Rebecca leverages her firsthand experiences to drive systemic change in support and advocacy. Her debut children's book, “Step Into My Shoes,” is a compassionate tool for encouraging understanding and empathy within primary school contexts, drawing from both her life and her years of supporting autistic children. As an educator in areas of high poverty and diverse backgrounds, Rebecca directly addresses the nuances of late diagnosis, the limitations and differences of educational systems, and the importance of identity-affirming support beyond compliance or superficial inclusion. Throughout the episode, Joanne and Rebecca debunk misconceptions about autism, dissect the pitfalls of reward-based behaviour systems such as ABA, and make a compelling case for cognitive behavioural approaches and open dialogue. They highlight the urgency of not just accepting, but embracing neurodiversity in schools, the workplace, and wider society. Practical strategies for supporting autistic children (and adults) are illustrated, including classroom labelling, honest self-advocacy, and the normalisation of stimming. A key takeaway from this conversation is the need to centre authenticity and empowerment over conformity, recognising that true inclusion springs from understanding, environment adaptation, and open acknowledgment—not from compelling neurodivergent individuals to mask or fit into narrow expectations. Listeners will be challenged to rethink support strategies and come away inspired to be more active participants in shaping inclusive spaces where everyone can thrive as themselves.

📚 Timestamped overview

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00:00 Early Diagnosis Overlooked Due to Comparison

04:33 Discovering My Differences in School

07:54 "Dyslexia: A Modern Perspective"

12:01 Understanding Neurotypical Perspectives

16:24 Supportive Mother Nurtures Growth

18:05 Stimming in Solitude

22:41 Challenges in Educational Inclusion

24:12 Challenges in Varying Educational Systems

28:06 Special Education: IEP and 504 Plans

33:03 Normalising Neurodiversity in Classrooms

34:01 Empowering Young Students' Abilities

40:18 "Neurodivergent Representation in Literature"

43:36 ADHD/ASD Diagnosis: Does It Help?

44:11 Autism Diagnosis Opens Work Accommodations

49:23 Join Our Inclusion Journey

🎞️ Clipfinder: Quotes, Hooks, & Timestamps

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Rebecca Engle 00:02:57 00:03:12

When Doctors Disagree: "And my brother's doctor said something's wrong with her and my mom was like, finally someone said something. And my brother's doctor was my doctor's. Well, my doctor was my brother's doctor's boss, so you can imagine that argument that happened there."

Rebecca Engle 00:04:13 00:04:24

Overcoming Classroom Adversity: "And because of that mistreatment I faced as a student with a disability, I had a heart to make sure that that didn't happen to kids like me that are children today."

Rebecca Engle 00:04:38 00:04:46

Viral Topic: Realising You're Different: "That's finally when my mom brought up my IEP and things and was like, yeah, that's why you leave the classroom for testing and that's why you're in speech."

Rebecca Engle 00:12:28 00:12:35

Understanding Neurodiversity: "figuring out the mind of people who aren't neurodivergent is something that I struggle with"

Rebecca Engle 00:23:16 00:23:38

Inclusion in Education: "We always say every kid is a gen Ed kid first. And it drives me crazy because it almost is saying this kid is neurodivergent when we allow them to be. What they mean by it in reality is that we're going to put them in a gen Ed setting first because their disability isn't all of who they are."

Rebecca Engle 00:24:30 00:24:42

Viral Topic: The Challenge of Special Education Across State Lines: "I've had kids come to me with an IEP from out of state and I read it and I'm like, well, we don't even have that type of setting or this doesn't even exist in Texas or. Well, we have a lot more than they had in this state."

Rebecca Engle 00:28:44 00:28:51

Controversy Over Section 504 Protection: "You typically go on a 504 plan, which is a section 504, which 19 states are actually trying to get rid of right now."

Rebecca Engle 00:30:35 00:31:31

Viral Topic: The Overlooked Gaps in DEI
"I took a DEI class and the same professors told me that I needed to learn how to mask my autism. Like the professor teaching the DEI class told me that I needed to hide my identity."

Rebecca Engle 00:32:22 00:32:34

Insurance and Autism Therapy: "There are practises out there already lying that their therapy given is ABA therapy, when it's actually CBT just to be covered by insurance companies to support families that have kids with autism."

Rebecca Engle 00:33:16 00:33:25

Viral Topic: Neurodiversity and Classroom Inclusion: "But I have neurodiversity symbols all over my room. So I think just normalising it, it's not going away, it's not harming children by being aware of those things."

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🎙️ 𝗧𝗵𝗶𝘀 𝗪𝗲𝗲𝗸 𝗼𝗻 𝗜𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻 𝗕𝗶𝘁𝗲𝘀: 𝗦𝘁𝗲𝗽 𝗜𝗻𝘁𝗼 𝗠𝘆 𝗦𝗵𝗼𝗲𝘀 🎙️ 👟 What happens when you experience the education system from the perspective of a neurodivergent student and come out the other side as an advocate for change? Step into someone else’s shoes—literally—in this 60-second spotlight! 👟 This week, I’m thrilled to welcome **Rebecca Engle**, special education teacher, author, and passionate advocate for autistic and neurodivergent students. Rebecca transforms personal challenges into powerful advocacy, championing truly inclusive learning for all. Together, we explore: - 🔑 Turning Lived Experience Into Empowerment – Why sharing our unique journeys is the first step to real, actionable change. - 🔑 Rethinking Behaviour – How ‘bad’ behaviours often signal unmet support needs or misunderstood emotional regulation. - 🔑 Small Shifts, Big Impact – Practical approaches for schools (and beyond) to foster belonging and enable autistic people to thrive. Why Listen? "Inclusion is about understanding, and this episode is packed with insights to help you create more #PositivePeopleExperiences." About the Podcast As the host of *Inclusion Bites*, I release episodes every week to inspire, educate, and challenge perspectives on inclusion and belonging. This short clip is just a taste of what’s to come. What’s your take? 💭 Share your thoughts below 👇 or tell us about your experience with neurodiversity—whether in the classroom or the workplace. 🎧 Full episode and more: https://seechangehappen.co.uk/inclusion-bites-listen #PositivePeopleExperiences #SmileEngageEducate #InclusionBites #Podcasts #Shorts #Neurodiversity #AutismAcceptance #InclusiveEducation #Belonging #DisabilityAwareness Don’t forget to like, follow, and share with your network—let’s keep the conversation growing!

TikTok/Reels/Shorts Video Summary

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**Focus Keyword:** Inclusive Education --- **Video Title:** Step Into My Shoes: Building Inclusive Education and Positive People Experiences | #InclusionBitesPodcast --- **Tags:** inclusive education, positive people experiences, culture change, diversity, neurodiversity, autistic advocacy, inclusive learning, special education, student empowerment, autism, belonging, inclusion, inclusive culture, equity, disability awareness, acceptance, CBT, ABA therapy, societal transformation, school inclusion, accessible education, SEE Change Happen, Joanne Lockwood, Rebecca Engle, Inclusion Bites Podcast --- **Killer Quote:** "It's not about brokenness, it's about difference—supporting neurodivergent students is about culture change, not conformity." – Rebecca Engle --- **Hashtags:** #InclusiveEducation, #PositivePeopleExperiences, #CultureChange, #InclusionBitesPodcast, #Neurodiversity, #AutismAcceptance, #EducationForAll, #DisabilityAwareness, #EmpowerStudents, #InclusionMatters, #Belonging, #SpecialEducation, #SEEChangeHappen, #EquityInEducation, #StudentAdvocacy, #DiversityAndInclusion, #CognitiveBehaviouralTherapy, #EndAbleism, #AccessibleLearning, #TransformCulture --- **Summary Description:** Why listen? In this episode of Inclusion Bites, I’m joined by Rebecca Engle—a passionate special education teacher and advocate for neurodivergent learners. We dive into the reality of inclusive education, shining a light on the essential culture change needed to foster true Positive People Experiences. Rebecca’s unique insights, drawn from her own journey and her work with autistic students, are not only eye-opening but deeply practical. We discuss how reframing difference and embracing neurodiversity is key to lasting inclusion. Listen in if you care about building environments where everyone thrives, not just survives. Ready to inspire culture change in your classroom, workplace, or community? Tune in now, connect with our experiences, and help reshape the narrative around inclusion. Take action—share your thoughts and be part of the movement! --- **Outro:** Thank you for tuning in and being part of the Inclusion Bites community. If this episode resonated with you, please like, subscribe, and share to help amplify Positive People Experiences. For more inspiration and resources, visit the SEE Change Happen website at https://seechangehappen.co.uk. Listen to the full episode and more at: The Inclusion Bites Podcast: https://seechangehappen.co.uk/inclusion-bites-listen --- Stay curious, stay kind, and stay inclusive – Joanne Lockwood

ℹ️ Introduction

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Welcome to another insightful episode of the Inclusion Bites Podcast. This week, host Joanne Lockwood sits down with Rebecca Engle, a dynamic special education teacher, author, and outspoken advocate for neurodivergent students. In episode 167, “Step Into My Shoes,” Rebecca shares her personal journey growing up autistic, navigating a world often designed for the neurotypical, and how those lived experiences now drive her passionate commitment to inclusive education. Together, Joanne and Rebecca take you inside the realities of living and learning as an autistic person, exploring the challenges and triumphs of childhood, the complexities of self-advocacy, and the nuances of communicating across neurotypes. They debunk common misconceptions, discuss the evolution of educational support for neurodivergent pupils, and champion the importance of visible, authentic inclusion in schools and beyond. Rebecca opens up about her own stimming, the journey from nonverbal child to confident educator, and how her new children’s book, “Step Into My Shoes,” empowers young readers to embrace their unique strengths. This episode is essential listening for anyone passionate about neurodiversity, education, and building a world where everyone—regardless of learning style or difference—can truly belong and thrive. So, grab your headphones and prepare to challenge assumptions, foster empathy, and ignite inclusion, one bold conversation at a time.

💬 Keywords

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autism, neurodiversity, inclusion, special education, stimming, masking, individualised education plan, IEP, sensory processing disorder, auditory processing disorder, speech apraxia, dyslexia, dyspraxia, developmental delays, advocacy, neurotypical, cognitive behavioural therapy, ABA therapy, positive behavioural intervention supports, student empowerment, inclusive learning environments, disability rights, self-advocacy, educational accommodations, diagnosis, accessible education, equity in education, belonging, mental health support, communication challenges, workplace inclusion

About this Episode

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About The Episode: In this courageous conversation, Rebecca Engle, a passionate special education teacher and advocate, illuminates the lived reality of being autistic and forging empowering pathways for neurodivergent learners. Drawing from her own personal journey and professional expertise, she explores what true inclusion looks like both in schools and society. Rebecca challenges us to reconsider our perceptions of difference, focusing on actionable steps towards celebrating neurodiversity and nurturing belonging. Today, we'll cover: - The impact of early diagnosis and intervention on educational outcomes for neurodivergent children. - How communication differences, rather than deficits, inform autistic experiences and interactions. - Practical methods for supporting sensory regulation, including stimming, in classroom and everyday life. - The complexities and ethical dilemmas surrounding behavioural therapies in education, particularly ABA versus CBT approaches. - The importance of moving from masking and conformity towards genuine self-advocacy and authenticity for neurodivergent individuals. - The barriers to open discussion about disability in schools and the consequences of a “don’t talk about it” culture. - Coming to terms with late diagnosis, and why appropriate labelling and tailored support mechanisms matter for lifelong wellbeing and access. Listen and unlock a toolkit for more inclusive classrooms, conversations, and communities: https://seechangehappen.co.uk/inclusion-bites-listen

💡 Speaker bios

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Rebecca Engel is a dedicated special education teacher, author, and passionate advocate for neurodivergent students. With a commitment to creating truly inclusive learning environments, she works tirelessly to improve support systems for autistic learners. Drawing upon her own personal experiences, Rebecca transforms her insights into actionable steps for advocacy, making a profound impact on the field of inclusive education and student empowerment. Her work continues to inspire not only her students, but also colleagues and the wider community.

❇️ Key topics and bullets

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Certainly! Here’s a comprehensive sequence of topics covered in the episode "Step Into My Shoes" from The Inclusion Bites Podcast, with primary topics and detailed sub-topics for each: --- ### 1. Introduction and Welcome - Setting the tone for Inclusion Bites and its focus on bold, transformative conversations around inclusion and belonging. - Introduction of host Joanne Lockwood and guest Rebecca Engle. --- ### 2. Rebecca Engle’s Personal Narrative - Overview of Rebecca’s background as a special education teacher and advocate. - Rebecca’s diagnostic journey: - Early childhood signs and multiple diagnoses. - School experiences: attendance at early childhood special education, progression into mainstream education. - Impact of educational experiences: - Bullying, mistreatment by peers and teachers. - Motivation to advocate for inclusive education based on personal adversity. --- ### 3. Self-Awareness and Identity as an Autistic Person - Rebecca’s realisation of her differences: - Progression from being unaware to self-recognition in upper primary/early secondary years. - Influence of parental communication and school practices (IEP explanations). - Self-perception vs. societal perception: - Not feeling broken; distress due to external reactions, not intrinsic difference. - Experiences of masking and “fitting in”. --- ### 4. Neurodiversity and Student Perspectives - Comparison of autistic and other neurodivergent (e.g. dyslexia, dysgraphia) students’ experiences: - Variable self-image among students. - Societal and self-driven narratives of ability and struggle. - Impact of modern expectations (reading, writing) versus historical context. --- ### 5. Challenges and Strategies for Overcoming Developmental Differences - Rebecca’s personal hurdles: - Communication: non-verbal to developing speech, ongoing directness in communication style. - Comprehension and expressive communication differences. - Comprehensive breakdown of learning and adaptation strategies: - Visual labelling at home. - One-to-one support from mother and social feedback loops with peers. - Use of written aids (sticky note strategy), journaling and observing behaviours. - Coping with feedback and advice from neurotypical and neurodivergent peers. --- ### 6. Understanding and Manifestation of Stimming - Definition and personal examples: - Childhood stimming (flapping, rocking, finger movements, nail-biting). - Adult manifestations (finger tapping, rubbing hands, fidgeting). - Emotional triggers and contexts (loneliness, stress, anxiety). - Social responses and masking of stims in the presence of others. --- ### 7. Evolution of Educational Support and Inclusion - Historical and current state of support for autistic and neurodivergent students: - Changes over the past two decades—gains and ongoing shortcomings. - Critique of mainstreaming/inclusion models and their unintended consequences. - Variability of support structures between US states. - Individualised Education Plans (IEPs) and Section 504 plans: - Purposes, transitions, legal frameworks. - Effects on access to higher education and workplace accommodations. - Debates on discipline, reward systems (ABA therapy, PBIS) and the ethics of “teaching to mask”. --- ### 8. Systemic and Societal Barriers - Lack of universal inclusion policies, with regional and school-level inconsistency. - Challenges around secrecy, stigma, and the prohibition of open discussion about disabilities in schools. - Limitations of Diversity, Equity, and Inclusion (DEI) initiatives—often racially centred rather than encompassing full disability inclusion. --- ### 9. Best Practices and Future Directions for Support - Advocacy for acceptance of cognitive behavioural therapy (CBT) over traditional ABA therapy. - Normalising discussions about neurodiversity in educational and wider societal contexts. - The importance of self-advocacy and peer education from an early age. - Recommendations for environments such as workplaces: - Creation of sensory-friendly spaces and quiet rooms. - Sensory-friendly hours in public areas (shops, etc.). --- ### 10. Rebecca Engle’s Work and Publications - Introduction to “Step Into My Shoes”: aims, content, and design choices (inclusive focus, avoiding overly specific labels). - Forthcoming works: - Adult-focused book “Through Our Lens: Perspectives on Disability.” - Planned titles including “Step Into My Basket” (about grocery shopping) and a possible middle school narrative. - Rebecca’s involvement with knitting and craft as sensory support and self-expression. --- ### 11. Concluding Reflections and Calls to Action - The necessity for ongoing societal evolution towards genuine neurodiversity inclusion. - The importance of diagnostic validation for self-advocacy and legal protection. - Promotion of podcast community engagement. - Ways to contact Rebecca Engle and further information about her work and the episode. --- This sequence provides a holistic overview, reflecting the depth and nuance presented in the episode.

The Hook

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1. Ever looked around and thought, “Why does everyone else seem to just… fit in?” What if the difference that sets you apart is actually your greatest superpower? Wait until you hear THIS perspective—because masking is OUT, and authenticity is about to turn the tables. 2. Imagine stepping into someone else’s shoes—literally. What if the thing you always thought made you “too much” or “too different” is the secret sauce to thriving, not just surviving? Stop hiding it. Start harnessing it. (And yes, we’re getting real about what schools and workplaces miss.) 3. Been told to “just be yourself”—but secretly wondered who that self is meant to be, especially when the world seems engineered for someone else? This is for every leader, parent, and entrepreneur who refuses to settle. It’s time to challenge the status quo—ready to question everything you thought you knew about belonging? 4. Frustrated by tick-box inclusion, empty platitudes, and that uneasy pressure to “mask” who you really are? You’re definitely not alone. Dive in as we break the silence, bust the myths, and ask: what if true empowerment is about accepting every quirk and edge—especially the ones they told you to hide? 5. Is “normal” overrated—or just a myth we’ve been sold? If you’ve ever wondered how our differences could actually fuel something radical (for our children, our workplaces, and ourselves), you need to hear this. Big questions. Real answers. And a wake-up call for anyone sick of blending in.

🎬 Reel script

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Step into the shoes of true inclusion with today’s inspiring episode of Inclusion Bites. I sat down with Rebecca Engle, autistic educator and author, who shared her powerful journey from struggling with early sensory and communication challenges to becoming a passionate advocate for neurodivergent students. We explored the realities of masking, breaking down misconceptions, and why genuine inclusion goes far beyond checking a box. If you believe every voice deserves to thrive, this episode is a must-listen. Join the conversation and be part of the change—only on Inclusion Bites.

🗞️ Newsletter

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**Subject:** Step Into My Shoes: Embracing Neurodiversity in Education – Inclusion Bites Episode 167 --- **Inclusion Bites Podcast Newsletter** *Episode 167: Step Into My Shoes* Dear Inclusion Bites Community, Welcome back to another compelling edition of the Inclusion Bites Podcast, where bold conversations ignite real change! In this week’s episode, "Step Into My Shoes," host Joanne Lockwood welcomes special education teacher, author, and neurodiversity advocate Rebecca Engle for an unforgettable deep dive into the lived realities of autistic learners and the true meaning of inclusive education. **Inside the Episode:** Rebecca shares her journey of being diagnosed with various developmental differences as a young child, later recognised under the modern umbrella of autism spectrum disorder. Her candid reflections trace a path from misunderstood childhood experiences through to self-acceptance, advocacy, and empowering others. **Key Highlights:** - **Self-Discovery & Acceptance:** Rebecca recounts the moment she realised she was “different” and how, despite others labelling her, she found peace with her identity. She describes the challenges of communication and the importance of directness—a quality she now leverages as an educator. - **Stimming, Masking, and Authenticity:** Rebecca demystifies stimming, revealing how these self-regulatory behaviours are often misunderstood. She addresses the embarrassment many autistic individuals feel and stresses the need for safe spaces in classrooms and beyond. - **Education: Then and Now:** The conversation scrutinises progress in educational inclusion across the United States. Despite heightened awareness, Rebecca notes persistent gaps, particularly in authentic support and differentiated understanding of neurodivergent learners. - **Reward Systems & Real Change:** Rebecca outlines the difference between outdated ABA therapy (focused on masking) and Cognitive Behavioural Therapy, advocating for approaches that foster self-acceptance rather than conformity. - **Normalising Neurodiversity:** Both Joanne and Rebecca agree: true inclusion recognises the value in every unique mind. Classroom conversations, openness about neurodiversity, and visible role models are vital to breaking stigmas and paving the way for all. - **Resources & Authorship:** Rebecca’s children’s book, *Step Into My Shoes*, offers a window into the world of a neurodivergent student, aiming to foster empathy among peers and educators alike. She’s also preparing new works—including multi-author perspectives and stories of autistic adulthood. **Quote to Reflect On:** *"It’s not about training children to hide who they are; it’s about creating a world where everyone is safe to be themselves."* – Rebecca Engle **Get Involved:** Are you passionate about inclusion, or have insights to share? Joanne Lockwood would love to hear from you! Get in touch at jo.lockwood@seechangehappen.co.uk. **Listen & Share:** Catch this thought-provoking episode and all past editions at: [Inclusion Bites Podcast](https://seechangehappen.co.uk/inclusion-bites-listen) We invite you to share this newsletter with your network—to spark those vital conversations in your life and workplace. Let’s champion an education system (and a world) where every person can fully belong. Warm regards, The Inclusion Bites Podcast Team #InclusionBites #Neurodiversity #Empowerment #Education #SeeChangeHappen --- *You are receiving this email because you subscribed to the Inclusion Bites Podcast newsletter. To share feedback or unsubscribe, simply reply to this message.*

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🧵 1/ Meet Rebecca Engle, a passionate special education teacher, advocate, & author on a mission to reshape our understanding of neurodiversity. Her story? Grit, empathy, and action. Let’s step into her shoes… #InclusionBites #Neurodiversity 2/ Diagnosed at 3 with various developmental differences (now classed under autism spectrum), Rebecca faced years of misunderstanding, bullying, and marginalisation at school. What kept her going? A drive to make sure no child like her gets left behind. 3/ Rebecca’s journey wasn’t about “struggle”; it was about difference. For her, the real discomfort came from others’ reactions—not from a fundamental flaw within. Why do we view difference as deficit rather than diversity? #Belonging 4/ As a teacher, Rebecca champions inclusive classrooms where “different” isn’t coded as “broken”. She says, “A lot of my students are just living life. It’s others’ perceptions and the system that make them doubt themselves.” #StudentEmpowerment 5/ Stimming, direct communication, or needing quiet—these aren’t behaviours to “correct”; they’re key ways of coping, functioning, even thriving for neurodivergent children and adults. Why do we still reward masking? Shouldn’t we value authenticity? 6/ Rebecca spotlights therapy practices: ABA, rooted in rewarding masking, needs to make way for Cognitive Behavioural Therapy and genuine support. “Teaching compliance isn’t inclusion—it’s erasure,” she warns. #InclusionNotAssimilation 7/ In the US, an Individualised Education Plan (IEP) is a lifeline for many. But Rebecca says support across states and into adulthood is patchy—and too often, disclosure is stigmatised. Silence isn’t protection. It’s isolation. 8/ Her children’s book “Step Into My Shoes” is for every child who’s ever felt different—or been told they are. It’s a celebration of neurodivergence, not a manual for “fixing” it. Representation starts young! #OwnVoices 9/ Rebecca urges: We need honest conversations in schools and society. Talk about difference. Value it. Create spaces—quiet rooms, supportive policies, flexible communication—where all can thrive, not just survive. 10/ Bottom line? Inclusion isn’t ‘letting’ neurodivergent people in the room—it’s remaking the room so everyone belongs. Ready to challenge, reflect, and spark change? Listen to @JoLockwood’s #InclusionBites or reach out to share your story! 🔗 Listen & subscribe: https://seechangehappen.co.uk/inclusion-bites-listen 💌 Contact: jo.lockwood@seechangehappen.co.uk #RightToBeDifferent #AutismAcceptance #BelongingMatters #DiversityandInclusion

Guest's content for their marketing

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**Stepping Into My Story: My Appearance on The Inclusion Bites Podcast** Recently, I had the pleasure and honour of being a guest on the Inclusion Bites Podcast, hosted by the ever-inspiring Joanne Lockwood. As a passionate special education teacher, author, and advocate for neurodivergent learners, this conversation offered me a wonderful opportunity to talk openly about my personal and professional journey, as well as the urgent need to create more inclusive educational spaces. Here, I’d like to share why this experience was so meaningful and how it aligns with my ongoing mission to challenge perceptions and empower neurodivergent students. **Sharing My Story—From Diagnosis to Advocacy** During the episode, titled “Step Into My Shoes”, I explored my lived experience as an autistic educator. Joanne and I discussed the journey from my early diagnoses—ranging from sensory processing disorder and auditory processing disorder to speech apraxia—to my eventual place in mainstream education. I reflected on the obstacles along the way: moving from self-contained classrooms, dealing with misunderstanding and even bullying in mainstream settings, and gradually learning to advocate not only for myself, but for the students I now teach. One of the most powerful realisations for me was recognising how much of the difficulty I experienced was rooted not in my differences themselves, but in how others responded to my neurodivergence. As we discussed, many neurodivergent students, and I include myself here, are simply “being themselves”—it’s often the world’s stereotypes and inflexibility which create obstacles, not our innate ways of seeing or communicating. **Tackling Misconceptions and Navigating Communication** A key thread in the conversation was the ongoing challenge of communication styles. As I shared, I am often described as direct and uncompromising in my communication, which some celebrate while others find abrasive. This is not uncommon among neurodivergent people, and I delved into how I navigated learning and adapting my communication, both for personal growth and to support my students. We also explored the reality that even amongst autistic people, there is a beautiful diversity in ways of relating, and that classrooms are strongest when we encourage students to understand and express who they really are. **Education: From Cookie-Cutter to Individual Support** We examined systemic barriers in education, especially the limitations of behaviourist reward systems (such as ABA) and Individualised Education Plans (IEPs). I advocated for Cognitive Behavioural Therapy (CBT) as a more respectful, effective approach—one which supports emotional regulation and self-knowledge, rather than masking or conforming to neurotypical norms for the sake of superficial “inclusion.” Throughout, I argued that education should embrace every learner’s needs, including by allowing open, shame-free conversations about disability. **Empowering Young People and Looking Ahead** As a teacher, my focus is always on empowering students—including showing them how to advocate for themselves and make sense of their unique strengths. We talked about resources such as my children’s book, *Step Into My Shoes*, and my forthcoming anthology for adults, *Through Our Lens: Perspectives on Disability*. It was refreshing and validating to discuss the exuberance and capability found in neurodivergent minds, and to highlight practical ways schools and workplaces can become more accessible—whether through sensory-friendly environments or honest dialogue. **Join the Movement** Appearing on the Inclusion Bites Podcast reinforced my belief that sharing our stories is a crucial catalyst for change. If my journey or approach resonates, I encourage you to listen to the episode and join me in advocating for a more inclusive and understanding world. You can connect with me on Instagram (@stitchostanzas), Facebook (@beccaengel / @rebycraft), or find *Step Into My Shoes* on Amazon. Let’s challenge the status quo and ensure all voices—especially those that have often been sidelined—can thrive. You can listen to the full episode of Inclusion Bites here: [https://seechangehappen.co.uk/inclusion-bites-listen](https://seechangehappen.co.uk/inclusion-bites-listen) Together, let’s keep inclusion at the heart of every conversation.

Pain Points and Challenges

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Certainly! Based on the “Step Into My Shoes” episode of The Inclusion Bites Podcast, here are the key pain points and challenges around the lived experience of autistic and neurodivergent individuals, as discussed by Rebecca Engle and Joanne Lockwood, along with content and actionable strategies to address these issues: --- ### 1. Late or Misdiagnosis and Lack of Early Support **Pain Point:** Rebecca’s journey highlighted repeated dismissals by professionals, leading to delayed recognition and diagnosis of her autism and other neurodevelopmental differences. This lack of timely intervention exacerbated her early challenges. **Addressing the Issue:** - **Promote professional development for healthcare practitioners and educators** on the diverse presentations of neurodivergence, especially in young children and girls, where symptoms are often subtler. - **Implement consistent screening protocols in early childhood settings** to identify neurodiversity earlier and ensure access to intervention programmes. --- ### 2. Harrowing Educational Experiences and Bullying **Pain Point:** Rebecca described mistreatment by both peers and teachers – including bullying, manipulation, and being misunderstood – which persisted into higher education, affecting her self-esteem. **Addressing the Issue:** - **Mandatory neurodiversity and anti-bullying training for all educational staff** to reduce prejudice and enable positive, supportive relationships. - **Peer sensitisation initiatives** in schools to normalise neurodiversity and encourage understanding, not othering. - **Clear reporting mechanisms and restorative practices** for incidents of bullying or exclusion. --- ### 3. Invisibility and Restrictive Communication **Pain Point:** Rebecca noted that self-expression was limited and that she was often troubled more by others’ perceptions than her own internal experience. Communication differences led to accusations of being “aggressive” or “too direct”, which is a common source of interpersonal difficulty. **Addressing the Issue:** - **Conduct inclusive communication workshops** that explain the spectrum of communication styles, particularly directness common in autistic individuals, to foster appreciation rather than criticism. - **Encouragement of self-advocacy in neurodivergent students and workers,** normalising a variety of communication preferences in all settings. - **Develop “translation” strategies** for both neurodivergent and neurotypical people to bridge understanding, much as one would for those from different linguistic backgrounds. --- ### 4. Stigmatisation and Pressure to Mask **Pain Point:** Both in education and the workplace, Rebecca was instructed or incentivised to mask her autistic traits (such as stimming), leading to exhaustion and diminished authenticity. **Addressing the Issue:** - **Educate on the harms of masking and celebrate authentic neurodivergent expression:** Integrate stimming and other coping mechanisms into diversity and wellbeing policies in schools and workplaces. - **Create safe and stigma-free environments** where neurodivergent individuals can unmask without fear of judgement or disadvantage. --- ### 5. Exclusion by Existing Support Mechanisms (ABA, PBIS) **Pain Point:** Rebecca critiqued widely used behaviour management approaches, such as ABA (Applied Behaviour Analysis), for rewarding neurotypical behaviour and suppressing neurodivergent needs, drawing analogies to ‘cookie-cutter’ or animal training. **Addressing the Issue:** - **Pivot support strategies towards Cognitive Behavioural Therapy (CBT)**, which Rebecca notes as more respectful and effective for genuinely challenging behaviours, while nurturing, rather than suppressing, individuality. - **Challenge and modernise policy and insurance frameworks** to prioritise evidence-based and respectful therapies over approaches that focus on compliance and masking. --- ### 6. Inadequate Transition and Life Skills Support **Pain Point:** Many neurodivergent students face insufficient scaffolding to graduate into adulthood and employment, with limited understanding from society and employers. **Addressing the Issue:** - **Early and ongoing self-advocacy training**, teaching neurodivergent youth to communicate their needs confidently to peers and future employers. - **Workplace readiness and life skills programmes** tailored for neurodivergent individuals, including how to request adjustments, and the provision of neurodiversity-affirming mentors. --- ### 7. Legal and Policy Constraints around Disclosure **Pain Point:** US legislation sometimes hinders open discussion of disability within schools, leading to secrecy, lack of normalisation, and support gaps. **Addressing the Issue:** - **Policy reform to balance confidentiality with the need for open dialogue:** Encourage both explicit consent-based sharing and classroom-wide neurodiversity education. - **Promote ‘nothing about us without us’,** ensuring neurodivergent voices are included in policy drafting and implementation. --- ### 8. Societal and Organisational Readiness **Pain Point:** Organisations and wider society are still not fully equipped to accommodate and celebrate neurodiversity. **Addressing the Issue:** - **Incorporate neurodiversity principles into DEI (Diversity, Equity & Inclusion) strategies** with the same priority as race, gender, and other protected characteristics. - **Universal Design approaches** in education and employment—e.g., quiet spaces, sensory-friendly times, flexible communication methods—benefit everyone and foster belonging. --- These insights can be shared across leadership briefings, DEI strategies, staff and student inductions, and community engagement sessions, thereby turning pain points into actionable change. For deeper dives or to join the conversation, listen to the full episode at [Inclusion Bites](https://seechangehappen.co.uk/inclusion-bites-listen) or contact Joanne Lockwood at jo.lockwood@seechangehappen.co.uk.

Questions Asked that were insightful

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Absolutely—this episode of *Inclusion Bites*, titled “Step Into My Shoes,” featured a number of questions that prompted illuminating responses from Rebecca Engle. These exchanges could easily be crafted into an engaging FAQ series for your audience. Here are several standout examples: ### 1. **When did you first become aware of your difference or neurodivergence?** Rebecca revealed she only became conscious of her differences around the age of 11–12, when school transitions and conversations about her Individualised Education Plan (IEP) brought these into focus. Her direct, personal narrative helps demystify the journey of self-awareness among neurodivergent individuals. ### 2. **How do you experience and manage communication challenges as an autistic adult?** Rebecca discussed ongoing challenges with communication, such as being perceived as too direct or aggressive, and how this has influenced both her self-perception and interactions. Her candour underscores that neurodivergent communication styles are not “wrong”, but simply varied. ### 3. **Is there a difference between comprehension and expressive communication for you?** Rebecca articulated that she experiences challenges in both understanding and expressing herself—highlighting strategies like the “sticky note” technique to support reading comprehension and ongoing support from close connections. ### 4. **What are common misunderstandings about autistic people?** The discussion touched upon how neurodivergent individuals may struggle to “decode” neurotypical behaviours, and the frustration this can fuel. Her analogy comparing this to translating between languages offers a relatable insight for listeners. ### 5. **How do autistic students perceive themselves, and what factors shape this?** Rebecca noted that self-perception varies among her pupils. Some accept their differences, while others (especially those with dyslexia or dysgraphia) internalise negative labels such as “dumb.” This highlights the importance of supportive environments and positive reinforcement. ### 6. **What is stimming, and how does it present in your life?** Rebecca described her own stimming behaviours (such as hand flapping and finger tapping), the circumstances that trigger it (stress and loneliness), and the mix of relief and embarrassment it brings. This destigmatises a behaviour often misunderstood by the public. ### 7. **How has the educational landscape evolved for neurodivergent students?** Rebecca offered a nuanced answer: there’s more awareness, but systems remain patchy and sometimes counterproductive—in particular, practices like ABA (Applied Behavioural Analysis), which she critiqued as focusing on “masking” rather than genuine support. ### 8. **What support systems exist in US schools for students with autism or learning differences?** Rebecca explained the roles of IEPs and Section 504 plans in American education, and the ongoing legal and systemic debates around these accommodations—a useful primer for anyone navigating the education system. ### 9. **How can schools and organisations create truly inclusive environments for autistic people?** Rebecca emphasised education, normalising conversations, and moving away from models that reward masking. She highlighted the need for environmental adaptations and cultural openness, such as sensory-friendly spaces and honest dialogue. ### 10. **Why is a formal diagnosis important for neurodivergent individuals?** Rebecca explained the practical and psychological significance of diagnosis: access to adjustments, legal protections, and self-advocacy. She shared personal experiences where a lack of official diagnosis left her unprotected against discrimination. --- **Turning these insightful exchanges into FAQs enables listeners, educators, parents, and allies to access practical, real-world knowledge from someone with lived expertise.** Each question above could serve as a standalone FAQ, accompanied by Rebecca’s thoughtful responses as anchor content. If you’d like, these could be expanded further or tailored to resonate with specific segments of your community—just let us know!

Blog article based on the episode

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**Step Into My Shoes: Building Truly Inclusive Environments for Neurodivergent People** If someone offered you a pair of shoes and asked you to take a walk in them, would you truly see the world as they do? Or would you trip where they stride, feel pinched where they feel comfort, and wonder why the ground shifts with every step? In this week’s episode of *Inclusion Bites*, entitled *Step Into My Shoes*, host Joanne Lockwood welcomed Rebecca Engle—an inspiring special education teacher, author, and indefatigable advocate for autistic and neurodivergent students—who invites us to not only imagine but actively appreciate this journey. **The Unseen Path: Problems with Today’s Approach to Neurodivergence** Despite years of progress in awareness, the world—especially educational and workplace environments—remains stubbornly designed for the ‘neurotypical’ majority. Rebecca, who herself was diagnosed with pervasive developmental disorder and speech apraxia as a child (diagnoses now broadly falling under autism), spoke candidly about being misunderstood, isolated, and pressured to mask her identity just to fit in. One of the prevailing misconceptions is that difference equates to deficiency. Rebecca recounted teachers and peers labelling her communication style as “too direct” or “aggressive,” reflecting wider society’s tendency to shame or punish what diverges from the majority's norms. Children with neurodiverse profiles—such as autism, dyslexia, or dyspraxia—are still routinely forced into conformity instead of being encouraged to thrive as themselves. For many, institutional systems like ABA (Applied Behaviour Analysis) exist not to foster self-advocacy, but to train neurodivergent children to suppress natural behaviours in exchange for external approval—a method Engle likens to animal training rather than human empowerment. Moreover, the reluctance to openly discuss neurodiversity in classrooms (often due to misplaced concerns over privacy or stigmatisation) perpetuates isolation. Policies that prevent or discourage talking about diagnoses, even when self-advocated, strip children of the language and tools to understand both themselves and one another. **Actionable Insights: What Inclusion Really Means** Rebecca’s story is a clarion call for more than performative inclusion. This episode highlights tangible interventions—practical ways for educators, employers, and allies to dismantle barriers, starting right where they are. 1. **Normalise and Celebrate Neurodiversity** - Inclusion cannot happen in secrecy or silence. Place neurodiversity symbols around classrooms or offices, as Engle does, to visually acknowledge difference as something to be respected and valued. Allow for open dialogue about what makes people unique, enabling children and adults to share experiences rather than conceal them. 2. **Rethink Communication, Not the Communicator** - Instead of asking neurodivergent people to ‘mask’ or alter their communication style, invest in understanding and accepting alternative modes of interaction. Rebecca shares that among her students and neurodivergent peers, there is an immediate drop in masking and anxiety because directness and stimming (self-regulatory movement) are accepted as normal rather than corrected. 3. **Dismantle Behavioural Training Models That Prioritise Conformity Over Wellbeing** - Move away from reward-punishment systems for autistic children, such as ABA, which prize ‘normal’ behaviour over authentic self-expression. Advocate for approaches like Cognitive Behavioural Therapy (CBT), which relies on genuine therapeutic engagement, helping individuals learn positive coping strategies without penalising their innate way of being. 4. **Equip Students and Staff to Advocate for Their Needs** - Provide explicit training for neurodivergent people—and their neurotypical peers—in self-advocacy and mutual understanding. Give everyone the language and confidence to articulate needs (for quiet spaces, stimming breaks, alternative communication methods, etc.) without fear of judgement. 5. **Create Flexible Spaces and Policies** - Follow best practice already gaining ground in some UK and US stores: offer sensory-friendly hours, quiet rooms, fidget tools, noise-cancelling headphones, and flexibility in seating, lighting, and schedules. 6. **Foster Meaningful Conversations Around Disability and Difference** - Invite openly neurodivergent individuals—such as Rebecca herself—to speak with staff and students. Hearing authentic experiences demystifies difference, offering real strategies rather than stereotypes. **Why This Matters for Us All** As Joanne Lockwood so aptly puts it, “It needs all types of people in society to make society fantastic.” Excellence, innovation, and true belonging can only flourish in environments where every person is not just present but genuinely welcomed as themselves. As Rebecca’s own educational journey and her day-to-day teaching illustrate, empowering neurodivergent individuals isn’t just about meeting legal requirements or ticking the “inclusivity” box. It’s about reshaping collective attitudes—destroying the notion that ‘fitting in’ should ever come at the cost of self. Her recently published children’s book, *Step Into My Shoes*, invites young readers to understand the lived reality of disability without restricting authenticity for the sake of convenience or “normality”. The message is profoundly simple: difference is not a flaw to be hidden, but a strength to be celebrated and supported. **A Call to Action** The world is overdue for change—and not just incremental change, but a transformation rooted in empathy, visibility, and practical support. Here’s what you can do next: - Audit your organisation or classroom: Are neurodiverse needs anticipated, or are they an afterthought? - Start conversations. Bring Rebecca’s story—her insights, challenges and victories—into your staff meetings, family dinners, or book clubs. - Share *Step Into My Shoes* with your community. Let children and adults alike read, reflect, and open up about their own experiences. - Challenge policies or practices that penalise difference. Advocate for evidence-based support systems like CBT, and build environments that centre wellbeing for everyone. - Most of all, listen to neurodivergent voices. Engage directly, champion their work, and follow their lead in shaping a more inclusive future. **Inspired by Rebecca Engle’s courage and honesty, it’s time to walk together towards a world where inclusion means more than proximity—it means belonging and empowerment, for everyone. Don’t just step into someone’s shoes for a moment. Help redesign the paths upon which they walk.** *To hear the full conversation and become part of this vital journey, listen to the episode “Step Into My Shoes” on the Inclusion Bites Podcast: [https://seechangehappen.co.uk/inclusion-bites-listen](https://seechangehappen.co.uk/inclusion-bites-listen). To share your story, connect with host Joanne Lockwood at jo.lockwood@seechangehappen.co.uk.*

The standout line from this episode

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The standout line from this episode is: "I was bothered by other people's interpretation of me." This encapsulates the essence of Rebecca Engle's story—her experience of being neurodivergent was shaped less by her own feelings about herself, and more by the reactions and misunderstandings of those around her. It's a powerful reminder of the importance of acceptance and understanding in creating truly inclusive environments.

❓ Questions

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Certainly! Here are 10 discussion questions based on the episode “Step Into My Shoes” from The Inclusion Bites Podcast: 1. **Rebecca discusses the concept of masking for autistic individuals. What are the psychological and social impacts of masking, both at school and in adulthood?** 2. **How does Rebecca’s experience of being diagnosed early with multiple neurodevelopmental differences inform her approach as a special education teacher today?** 3. **The conversation explores the limitations of current educational inclusion. What does authentic inclusion look like in mainstream classrooms, particularly for neurodivergent pupils?** 4. **Rebecca highlights the challenges of communication, naming directness as both a strength and a point of contention. How can schools and workplaces foster understanding between different communication styles?** 5. **Stimming is described as a self-regulatory behaviour for managing stress and sensory overload. How can educators, peers, and employers normalise and support stimming without stigma?** 6. **The episode draws attention to reward-based behaviour systems such as ABA and PBIS. Are there more holistic or progressive alternatives for supporting autistic pupils’ emotional regulation?** 7. **Rebecca expresses concern over the secrecy and discomfort in discussing disabilities in US schools. What are the ethical considerations in honestly discussing neurodiversity without breaching personal autonomy or privacy?** 8. **How can early self-advocacy be nurtured in young neurodivergent children, and what role do teachers and families play in supporting this development?** 9. **Rebecca’s book, “Step Into My Shoes”, deliberately avoids labelling the protagonist’s specific diagnoses. What are the merits and potential drawbacks of this approach in children’s literature?** 10. **Reflecting on the broader societal context, what steps must be taken in workplaces and communities to create environments where neurodivergent individuals can thrive without having to assimilate or mask their identities?** These questions should encourage thoughtful discussion around the episode’s central themes of inclusion, neurodiversity, educational reform, self-advocacy, and authentic belonging.

FAQs from the Episode

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**FAQ: Step Into My Shoes — Exploring Neurodiversity and Inclusion in Education** **1. Who is Rebecca Engle and what is her background?** Rebecca Engle is a passionate special education teacher, author, and advocate for neurodivergent students. Diagnosed as a young child with several developmental differences now recognised as part of the autism spectrum, Rebecca channels her lived experience into actionable advocacy for inclusive education and student empowerment. **2. What does “neurodivergent” mean, and how does it differ from “neurotypical”?** Neurodivergent describes individuals whose neurological development differs from what is typically expected—examples include autism, ADHD, dyslexia, and dyspraxia. Neurotypical refers to people whose neural processing aligns with societal norms. Understanding the differences in cognition, communication, and sensory experience is crucial for fostering inclusive environments. **3. At what age did Rebecca Engle realise she was different, and what was her experience as a student?** Rebecca became aware of her differences around the age of 11 or 12, mainly through educational and social cues pointing out her developmental delays and unique communication style. She experienced misunderstanding, manipulation, and bullying but found personal strength and acceptance of her neurodiversity. **4. How do neurodivergent children generally perceive themselves in comparison to their peers?** Rebecca’s experience, both personal and professional, suggests that this perception varies. While some autistic children embrace their differences and are unbothered, others with conditions such as dyslexia or dysgraphia may internalise negative self-images, seeing themselves as “dumb” or deficient. Rebecca works to reshape these perceptions by instilling self-acceptance and addressing societal attitudes. **5. What are some common misconceptions about autistic people?** A key misconception is that autistic individuals are ‘broken’ and must be taught to behave ‘normally’. In reality, neurodiversity is a valid, authentic way of being, and challenges often arise from societal misunderstanding and lack of accommodation rather than inherent deficit. **6. What is “stimming” and how does it manifest?** Stimming refers to self-stimulatory behaviours that provide comfort or sensory regulation, such as hand-flapping, rocking, nail-biting, or repetitive movements. For Rebecca, stimming is both a response to stress or overstimulation and a natural means of self-expression, though she sometimes feels self-conscious about it. **7. How has the education system changed with regards to supporting neurodivergent students?** While there is greater awareness and legislative support (such as Individualised Education Plans or IEPs), Rebecca asserts that inclusion is still insufficient. She criticises reward-based systems like ABA (Applied Behaviour Analysis), which often encourage masking neurodivergent traits, favouring cognitive behavioural approaches that work with, rather than against, a child’s differences. **8. What is the difference between an IEP and a Section 504 Plan in the US?** An IEP (Individualised Education Plan) is a legally binding document ensuring that students with disabilities receive tailored educational support. Section 504 Plans provide accommodations to enable access to general education but do not modify the curriculum to the same extent. Both are critiqued for varying implementation and vulnerability to political change. **9. Why is early diagnosis and open discussion of neurodiversity important?** Diagnosis enables access to support, accommodations, and self-identification, empowering individuals and facilitating advocacy. Open conversations, both in schools and society, can normalise neurodiversity and reduce stigma—but prevailing norms still often encourage secrecy or masking. **10. How can educational and workplace environments be more supportive of neurodivergent individuals?** Creating supportive environments involves: - Recognising and valuing neurodiversity as natural human variation. - Providing practical adjustments, such as quiet spaces, flexible communication, and sensory-friendly scheduling. - Education and awareness for all, to challenge stigma and cultivate empathy. - Ensuring legal protection and access to support through robust policies and individualised planning. **11. What advice does Rebecca Engle give to neurodivergent students and their families?** Rebecca advocates for embracing differences, self-advocacy, and creating spaces where children feel comfortable expressing their needs. She highlights the role of supportive adults and personalised strategies (like visual aids or one-on-one guidance) in helping young people thrive. **12. What resources are recommended for building understanding and inclusion?** Rebecca has written a children’s book, *Step Into My Shoes*, based on her experiences and those of her students, aiming to promote empathy and understanding from a young age. There are also growing numbers of books, podcasts, and online communities dedicated to neurodiversity. **13. How can listeners get involved or contact Rebecca Engle?** Rebecca welcomes contact through Instagram (@stitchostanzas), Facebook (@becca Engel or @rebycraft), and her book is available on Amazon. For more on inclusion, listeners can engage with the Inclusion Bites Podcast and connect with host Joanne Lockwood via jo.lockwood@seechangehappen.co.uk. --- For more conversations on inclusion, neurodiversity, and societal transformation, listen to the *Inclusion Bites Podcast* at https://seechangehappen.co.uk/inclusion-bites-listen.

Tell me more about the guest and their views

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The guest on this episode, Rebecca Engle, brings both personal and professional expertise to the subject of inclusion and neurodiversity. Rebecca is a passionate special education teacher, an author, and an advocate for neurodivergent students—particularly committed to improving inclusive learning environments and support systems for autistic students. Her professional work is rooted in her own experience as an autistic person, which deeply informs her empathetic and practical approach. **Rebecca’s Journey and Perspective:** Rebecca was diagnosed at the age of three with a range of developmental and sensory processing differences, which today fall under the autism spectrum. Her early education took place in self-contained classrooms, followed by a move into general education, where she faced significant bullying and misunderstanding from both peers and teachers. This lived experience of exclusion and marginalisation served as a catalyst, shaping her desire to ensure that today’s neurodivergent children do not endure the same hardships. Rebecca highlights that her awareness of being “different” emerged around the ages of eleven or twelve, initially prompted by institutional processes such as her Individualised Education Plan (IEP). Crucially, she notes her discomfort came not from her own self-perception, but from the negative reactions and interpretations of others—a theme she recognises in her students as well. **Key Views on Neurodiversity and Inclusion:** Rebecca is a strong proponent of the idea that being neurodivergent is not synonymous with being broken. She recognises a wide range of self-perceptions amongst her students; some, especially those with conditions such as dyslexia, may internalise negative stereotypes and feel “dumb,” while others embrace their differences more comfortably. Her approach is to gently challenge internalised stigma and provide resources—such as relatable literature—to shift these narratives. She makes a compelling case for the importance of authentic inclusion, rather than mere assimilation. According to Rebecca, education systems often reward neurotypical behaviours and teach neurodivergent pupils to “mask” in order to fit in, rather than celebrating their unique communication styles and needs. She expresses concern over the widespread use of ABA (Applied Behaviour Analysis) and similar reward-based interventions in the US, equating them to “animal training” rather than meaningful support. Instead, she advocates for Cognitive Behavioural Therapy (CBT) as a more empowering and person-centred approach. **On Communication and Support:** Rebecca speaks candidly about the persistent challenges she faces with communication—both in comprehension and expression—and the frequent feedback she receives for being “too direct.” She has developed personal strategies, such as using sticky notes and visual reminders, and credits her mother’s intensive, compassionate involvement as crucial to her development. In her teaching, Rebecca proudly models openness about her own neurodivergence, encouraging her pupils to embrace and self-advocate for their needs. She identifies the need for systemic change, not just in the classroom, but in broader society, where honest conversation and practical support—such as sensory-friendly environments and candid discussion of accommodations—remain patchy. **Rebecca as an Author and Advocate:** Rebecca authored “Step Into My Shoes,” a children’s book designed to cultivate empathy and understanding of disability—deliberately left broad to include a spectrum of neurodiverse experiences. She intends her stories to be accessible touchpoints for children who feel “different,” as well as for their peers and educators. She is also working on further writing projects, focused on sharing disability perspectives across age ranges. **Concluding Thoughts:** Rebecca’s ultimate vision is for a world where neurodivergent people can be themselves, access the support they need, and be genuinely understood—not simply trained to “fit in.” She’s optimistic about increasing awareness but maintains that change must be deeper and more systemic, driven by education and representation. For Rebecca, true inclusion means removing shame, offering empathy, and fostering environments—both educational and societal—where every individual can thrive as themselves. To follow Rebecca’s work or connect with her for further insight, listeners can find her on Instagram at @stitchostanzas or search for “Step Into My Shoes” on Amazon.

Ideas for Future Training and Workshops based on this Episode

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Certainly! Drawing on the insights and lived experiences shared by Rebecca Engle in this episode of the Inclusion Bites Podcast, here are several tailored training and workshop concepts designed to deepen understanding and promote genuine inclusion for neurodivergent individuals, particularly those on the autistic spectrum: **1. “Step Into My Shoes”: Empathy Immersion for Neurodiversity** A facilitated interactive workshop where participants experience a simulated day in the life of an autistic individual, addressing sensory overload, communication barriers, and masking behaviours. Attendees will reflect on their experiences and develop empathy-driven strategies for fostering inclusive practices in classrooms or workplaces. **2. Supporting Autistic Students: Modern Classroom Approaches** A training session aimed at educators, focusing on creating adaptable learning environments. Key learning points: - Differentiating between masking and authentic self-expression - Practical use of visual supports and sensory accommodations - How to pro-actively address and prevent bullying of neurodivergent pupils **3. Communication Styles and Misunderstandings** This session explores diverse communication preferences between neurotypical and neurodivergent individuals. Features role-play, Decoding the “Becca Way” (direct, unfiltered communication), and strategies for bridging understanding gaps without pathologising difference. **4. The Evolution of Special Educational Needs Provision** An exploration of the history and current landscape of Individualised Education Plans (IEPs), Section 504, and their equivalents in other jurisdictions. Suitable for SENCOs and education policymakers, it covers: - Comparative best practices - The danger of standardising success through a neurotypical lens - Legal and ethical nuances in disclosure and advocacy **5. Strategies for Emotional Regulation: Beyond Cookie-Cutter Approaches** Focusing on the harm of rewards-based (ABA) systems when used uncritically, this evidence-based workshop delves into the ethical alternatives such as Cognitive Behavioural Therapy (CBT). Includes hands-on creation of self-regulation “toolkits” for pupils or colleagues. **6. Making Inclusion Real: Enabling Mask-Free Environments** A session for managers and HR practitioners, focusing on the practicality and ethical necessity of fostering mask-free workplaces. - Recognising subtle or overt pressure to conform - Introduction of quiet rooms, flexible communication norms, and sensory-friendly adjustments **7. Peer Education and Disability Awareness for Children** A toolkit and teacher-training workshop focused on age-appropriate ways to normalise neurodiversity. Draws on classroom examples such as “explaining stimming” and facilitating open discussions around difference. **8. “From Surviving to Thriving”: Parent Advocacy Skills** Empowering parents of neurodivergent children to collaborate effectively with schools, navigate diagnosis and support systems, and reject harmful deficit narratives. **9. Neurodivergent Self-Advocacy: Transitioning from School to Adulthood** Practical, future-focused workshops for young people on the spectrum and their supporters. Covers skills in workplace disclosure, accessing adjustments, and developing self-knowledge and resilience. **10. Storytelling for Inclusion: Using Children’s Literature to Broaden Minds** Centred around Rebecca’s “Step Into My Shoes”, this session guides educators and D&I leads in using children’s books as catalysts for difficult conversations and self-reflection about difference, belonging, and intersectional inclusion. These workshops take a holistic, person-centred approach, ensuring the dialogue and practice moves beyond compliance toward true equity, belonging, and empowerment for all.

🪡 Threads by Instagram

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1. “You’re not broken, just different.” Rebecca Engle’s story reminds us how crucial it is to transform lived experience into advocacy—and why schools must nurture all types of learners, not erase difference. 2. From flapping hands to doodling Hs, stimming is a lifeline for many neurodivergent people. Rather than masking, let’s create spaces where these unique expressions are accepted and understood. 3. Inclusion isn’t about making neurodivergent students act neurotypical—it’s about valuing all ways of being. Support systems must empower students to thrive as themselves, not just fit in. 4. The right diagnosis can open doors—support, accommodations, and, most of all, self-understanding. It’s why respecting each person’s journey and embracing visible and invisible differences is vital. 5. Children can be powerful self-advocates if we let them. When the classroom welcomes open conversations about difference, everyone learns to value strengths, needs, and voices—without shame.

Leadership Insights - YouTube Short Video Script on Common Problems for Leaders to Address

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**Leadership Insights Channel: Navigating Neurodiversity in Your Team** Are you a leader struggling to support neurodivergent team members, such as those who are autistic or have ADHD? Here’s the challenge: Many leaders unintentionally make neurodiverse colleagues feel excluded by assuming everyone communicates or works in the same way. This can lead to misunderstandings, stress, or disengagement. So, what can you do differently? 1. **Normalise Conversations**: Make it safe to talk about neurodiversity in your team. Don’t treat differences as secrets—invite open discussions about different working and communication styles. 2. **Ask, Don’t Assume**: Instead of guessing what support someone needs, ask them directly. For example, “Is there anything you need to work at your best?” Simple questions build trust and understanding. 3. **Adjust the Environment**: Offer quiet zones or flexible spaces where people can decompress, and let team members use assistive tools like headphones without judgement. 4. **Recognise Strengths**: Focus on what people do well. Neurodivergent individuals often bring unique perspectives, creativity, and skills your team needs. 5. **Challenge Your Biases**: Notice if you’re expecting everyone to mask their authentic selves or forcing neurodivergent colleagues to fit a ‘typical’ mould. Here’s the positive outcome: When you lead with curiosity and see neurodiversity as an asset, you’ll create a truly inclusive team—where everyone can thrive and do their best work. Lead with empathy. Embrace difference. Watch your team flourish. This is the Leadership Insights Channel.

SEO Optimised Titles

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1. 7 Strategies for Supporting Autistic Learners in Inclusive Classrooms | Rebecca @ See Change Happen 2. From Non-Verbal at 4 to Empowered Educator | Autism Advocacy Insights | Rebecca @ See Change Happen 3. 19 US States Challenging Disability Accommodations | The Autism Education Crisis Explained | Rebecca @ See Change Happen

Email Newsletter about this Podcast Episode

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**Subject:** Step Into My Shoes: Unpacking Neurodiversity & True Belonging | Inclusion Bites --- Hello Inclusion Bites Community, Ready to step into someone else’s shoes—truly? On the latest episode of Inclusion Bites, Joanne Lockwood sits down with passionate special education teacher, author, and unapologetic advocate Rebecca Engle for an eye-opening journey into the real world of neurodiversity. Episode 167, “Step Into My Shoes,” is not just a podcast; it’s a heartfelt invitation to rethink inclusion, challenge the status quo, and celebrate different ways of being. **What can you expect to take away from this episode? Here are 5 keys you’ll learn:** 1. **First-Hand Insights Into Autism:** Rebecca gets refreshingly honest about growing up autistic—her early diagnosis, school challenges, and self-discovery as both a student and educator. 2. **Why Language and Communication Styles Matter:** From masking to directness, Rebecca takes us inside her world, revealing how communication differences are often misunderstood—and sharing what truly helps. 3. **Inclusive Education: The Wins and the Gaps:** Get the lowdown on what’s improved in the classroom for neurodivergent students, and where the US (and the world) still falls painfully short. 4. **The Power of Celebrating, Not Correcting, Difference:** Hear why rewarding “neurotypical” behaviours misses the point, and how real support means honouring authentic expression. 5. **Everyday Tools for Allyship:** Discover practical ways—in schools and beyond—to normalise neurodiversity, including the surprising value of quiet rooms, open dialogue, and visible support. **Unique fact from this episode:** Rebecca reveals that in the US, insurance often covers only ABA therapy for autistic children—a controversial method likened to animal training—while proven approaches like Cognitive Behavioural Therapy (CBT) are overlooked. In some states, even fundamental protections for neurodivergent students are under threat. Talk about a wake-up call! **Here’s your call to action:** Have you been making space for difference, or inadvertently asking people to “be less themselves”? Step up the allyship! Share this episode with a friend, a colleague, or your favourite educator. And if Rebecca’s journey or the Inclusion Bites community resonates with you, drop Joanne a line at jo.lockwood@seechangehappen.co.uk or join the conversation directly. Ready to walk another mile in someone else’s shoes? Listen now and let’s spark real change—together. Catch the full episode here: [Inclusion Bites Episode 167: Step Into My Shoes](https://seechangehappen.co.uk/inclusion-bites-listen) Here’s to creating a world where everyone not only belongs, but thrives. Warm regards, The Inclusion Bites Team ---

Potted Summary

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**Episode Introduction** In this episode of Inclusion Bites, “Step Into My Shoes,” Joanne Lockwood is joined by Rebecca Engle, a passionate special education teacher, author, and advocate for neurodivergent learners. Rebecca shares her personal journey as an autistic educator, highlighting her experiences with communication, stimming, and inclusive education. Explore how her unique perspective shapes support for autistic students and challenges societal attitudes towards neurodiversity. --- **In this conversation we discuss** 👉 Embracing neurodiversity 👉 Stimming and self-regulation 👉 Inclusive education barriers --- **Here are a few of our favourite quotable moments** - “I was bothered by other people’s interpretation of me.” - “Communication is probably my biggest barrier.” - “If we’re going to have DEI, we need to make sure that it’s working for all of the people who are segregated equally.” --- **Summary** Discover the lived experience of neurodiversity as Rebecca Engle and Joanne Lockwood explore authentic inclusion, purposeful advocacy, and practical strategies for supporting autistic individuals. Hear candid reflections on growing up autistic, teaching, and living authentically. Challenge your perspective—tune in to “Step Into My Shoes” at [Inclusion Bites](https://seechangehappen.co.uk/inclusion-bites-listen) and join the conversation for real change.

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**Context (Opening Summary):** In episode 167 of Inclusion Bites, "Step Into My Shoes", host Joanne Lockwood and guest Rebecca Engle explore the lived experience of autistic individuals within education and wider society. Rebecca, both an autistic teacher and advocate, reflects on the challenges of masking, the importance of neurodiversity acceptance, and barriers to true inclusion. With more organisations and schools seeking ways to enable autistic people to thrive without forcing them to conform, we want to hear your perspective on what could drive the biggest positive change. **Poll Question:** Which change would most improve inclusion for autistic people in schools or workplaces? **Poll Options:** 🔈 More sensory spaces 📢 Open neurodiversity talk 🤝 Peer ally training 📚 Alternatives to ABA #InclusionBites #Neurodiversity #StepIntoMyShoes #Belonging #DEI **Closing (Why Vote):** Your vote will help raise awareness of practical steps for authentic inclusion, and continues the bold conversation sparked by Rebecca on our latest podcast. Let’s be the change we want to see—share your view and keep inclusion progressing!

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🌍 Stepping Into Authentic Inclusion: Lessons from "Step Into My Shoes" on the Inclusion Bites Podcast 👟 Just listened to episode 167 of #InclusionBites hosted by Joanne Lockwood, featuring the inspiring Rebecca Engle. This is essential listening for HR, People, and EDI professionals committed to truly inclusive workplaces. What struck me: 🔹 Lived experience MATTERS. Rebecca’s journey as an autistic educator and advocate reminds us that policy is not enough—real stories must shape our practice. 🔹 Inclusion is more than compliance. Labelling neurodiverse behaviours as "bad" or forcing masking isn’t inclusion. We need spaces where authenticity is welcomed, not just accommodated. 🔹 Early education and open dialogue are key. Rebecca’s insights on normalising neurodiversity from childhood up are a blueprint for how organisations can foster belonging—not just ticking boxes but creating genuine equity. 🔹 Challenge the status quo. It’s not about making everyone ‘fit’—it’s about adapting environments so *everyone* can thrive. Let’s keep pushing the conversation beyond initiatives and into everyday culture. Are we really listening to our neurodivergent colleagues and employees? How can we make their experiences visible and valued? 🎧 Listen now for a powerful reminder that inclusive culture is everyone’s responsibility: https://seechangehappen.co.uk/inclusion-bites-listen #EDI #Inclusion #Neurodiversity #Belonging #HR #SeeChangeHappen #Leadership #StepIntoMyShoes

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Certainly! Here’s a succinct expert summary tailored for Senior Leaders, HR, and EDI professionals, highlighting the key takeaways, “aha moments,” and recommended actions from the episode “Step Into My Shoes” of *The Inclusion Bites Podcast.* --- ## Inclusion Bites Podcast: Step Into My Shoes ### L&D Expert Resource Report #### 🧠 Primary Insights for Senior Leaders, HR, or EDI Professionals 1. **Neurodiversity Is Not a Deficit—It’s Difference** The guest, Rebecca Engle, an autistic educator, underscores that neurodivergent individuals are not “broken”—they simply experience and interact with the world differently. The best support comes from understanding difference rather than seeking ‘normalisation’. 2. **Systemic Practices May Still Reinforce Masking Over Authentic Inclusion** Behavioural intervention models like ABA and PBIS were exposed as inadvertently teaching autistic learners to “mask” their authentic selves, rewarding conformity to neurotypical standards rather than fostering genuine belonging. This is problematic both educationally and in workplaces. 3. **Open Dialogue Breeds Belonging** Policies aiming to “protect” children from disclosure can instead foster stigma. Environments where individuals can voluntarily talk about their neurodivergence—with appropriate context and safety—support both self-advocacy and peer understanding. 4. **Labels and Language Enable Access and Advocacy** A diagnosis (label) isn’t stigmatising; it’s often liberating—opening doors to adjustments, legal protections, and self-understanding. Language should be carefully selected: “neurodivergent,” “autistic,” and other chosen identifiers matter greatly to lived experience. 5. **The ‘Gen Ed First’ Approach Can Be Counterproductive** A blanket approach that pushes all students into mainstream settings (“All kids are Gen Ed kids first”) can ignore genuine needs and overstimulate, rather than support, neurodivergent learners—mirroring issues seen in inclusion initiatives that lack nuance in the workplace. --- #### 💡 “Aha Moments” Uncovered - **Masking Is Not Inclusion:** Many “inclusive” measures are actually about making neurodivergent people less visible, rather than empowering them to be themselves. - **Diagnoses Unlock Access:** For adults and children alike, securing a formal diagnosis transforms entitlement to legal rights and practical adjustments. - **Environmental Cues Matter:** Things like stimming (self-regulatory movements) are often misunderstood but essential coping mechanisms—not disorderly conduct. - **Open Conversations Break Barriers:** Children and adults thrive when permitted to name and discuss differences on their own terms. - **Inclusion Practices Need Updating:** There is a clear call to move away from behaviourist “training” and towards trauma-informed, strengths-based approaches. --- #### 👣 What Should Professionals Do Differently? - **Re-Examine Inclusion Practices:** Review whether neurodivergent staff or learners are covertly being asked to “mask” or “fit in.” Adjust behaviour policies so neurodivergence isn’t treated as a deficit. - **Foster Transparent and Safe Disclosure:** Create safer routes for self-advocacy and voluntary disclosure—don’t treat difference as something to keep hidden. - **Review Language Use:** Adopt correct, current terminology and allow space for individuals to self-identify. - **Provide Sensory Supports:** Consider environmental adjustments (quiet rooms, flexible workspaces, sensory-friendly events) as part of mainstream rather than “special” provision. - **Champion Diagnosis as Empowerment:** Encourage access to diagnostic routes and ensure processes for requesting adjustments are straightforward and stigma-free. - **Train for Nuance:** Offer training that moves beyond “awareness” to practical empathy-building and scenario-based learning. --- ### Social Media Hashtags #InclusionBites #NeurodiversityMatters #BeyondAwareness #TrueBelonging #LDBites --- 🔑 *Bottom Line:* Leaders must ensure their inclusion frameworks genuinely validate difference—not merely encourage masking—to create workplaces and educational settings where everyone can thrive as themselves. 🌱 *There’s power in people seeing, naming, and living their genuine selves—don’t let your policies silence that.*

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**Video Title:** Understanding Autism at School: Real Steps for Real Inclusion #NeurodiversityExplained #InclusionMatters **Hashtags:** #Neurodiversity #InclusionMatters #EducationForAll #AutisticVoices #Belonging --- **[Text on screen: "Embrace Neurodiversity 🌈"]** Have you ever truly stopped to consider what it’s like to step into the shoes of an autistic student in today’s schools? Let’s break down some real-world insights on creating environments where every child—especially those who are neurodivergent—not only belongs but thrives. **[Text on screen: "Understanding Difference 🤝"]** It’s vital to remember: being neurodivergent is not about being broken—it's simply about being different. Many autistic children, and those with dyslexia or dyspraxia, aren’t inherently bothered by their differences. What truly impacts them is how others respond. Rather than fixing or masking, support involves acceptance and understanding. **[Text on screen: "Inclusive Support – Not Compliance 🛑"]** One big takeaway is the danger of reward systems that teach masking, rather than authentic comfort. Methods like Applied Behaviour Analysis (ABA) may reward ‘neurotypical’ behaviours instead of embracing regulation strategies that work for the child. Equitable support means recognising stimming, individual communication styles, and anxiety triggers—not punishing them or making them invisible. **[Text on screen: "Practical Inclusion Tips 📚"]** Labelling items at home, encouraging open conversations about neurodiversity, and using strategies like the sticky note method for reading can genuinely empower young people. Quiet rooms, sensory-friendly shopping hours, and visible neurodiversity symbols make a huge difference in everyday life. **[Text on screen: "Education Must Lead the Way 🏫"]** There’s progress, but we aren’t there yet. Open dialogue about diagnosis, accommodations, and self-advocacy should be part of school life from the earliest years. We must normalise, not hide, difference—and honour each student’s journey toward self-acceptance. Thanks for watching! Remember, together we can make a difference. Stay connected, stay inclusive! See you next time. ✨

Glossary of Terms and Phrases

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```markdown # Less Commonly Used Concepts and Terminology from "Step Into My Shoes" (Inclusion Bites Podcast) Below are words and phrases discussed in the episode which may not be familiar or frequently used outside specialised educational or neurodiversity contexts. Each term is defined as implied in the episode’s discussion: - **Neurodivergent/Neurodiversity** Refers to individuals whose neurological development and functioning deviate from what is typically expected, such as those with autism, ADHD, dyslexia, or related conditions. Neurodiversity acknowledges these differences as natural variations rather than deficits. - **Neurotypical** Describes individuals whose neurocognitive functioning aligns with societal norms, or what is considered the "typical" standard of brain development. - **Special Education Teacher** An educator specifically trained to work with students who have learning differences or disabilities, often providing tailored instructional strategies and support. - **Autism Spectrum (or Autistic, AU)** Refers to a range of conditions characterised by challenges with social skills, repetitive behaviours, speech and nonverbal communication, collectively forming the autism spectrum. "AU" is shorthand used for "autistic". - **IEP (Individualised Education Plan)** A legally mandated document in the United States that details the special educational needs, support provisions, and specific goals for a child with a disability. - **504 Plan (Section 504 Accommodation Plan)** In the US, this refers to a plan that provides accommodations and modifications to ensure students with disabilities have equal access to education, distinct from an IEP but also protective under federal law. - **DSM (Diagnostic and Statistical Manual of Mental Disorders)** The primary manual used by clinicians to diagnose neurodevelopmental and other mental health conditions, which, as discussed, has evolved its definitions over time. - **Pervasive Developmental Disorder** An older diagnostic category encompassing developmental delays, now generally subsumed under the autism spectrum in current diagnostic guidelines. - **Auditory/Sensory Processing Disorder** Conditions where the brain has difficulty processing sensory input (sounds, touch, etc.), leading to challenges in environments such as classrooms. - **Speech Apraxia** Refers to a motor speech disorder where a person has trouble saying what they want to correctly and consistently. - **Self-Contained Classroom** An educational setting where students with significant special educational needs learn in a smaller group, typically separated from mainstream classes. - **Stimming (Self-Stimulatory Behaviour)** Repetitive body movements or noises, such as hand-flapping or nail-biting, used by neurodivergent individuals (especially autistic people) to self-regulate emotions or sensory input. - **Masking** The process whereby neurodivergent individuals consciously or unconsciously suppress their natural behaviours, often to "fit in" within neurotypical social or educational environments. - **Positive Behavioural Intervention Supports (PBIS)** A system used in schools to reinforce positive behaviour in students through rewards and structured feedback, often applied to manage behaviour in autistic students. - **ABA Therapy (Applied Behaviour Analysis)** An intervention technique often targeted at autistic children, focused on modifying behaviours through reinforcement (e.g., "here’s a cookie" for following instructions), often criticised for encouraging masking and compliance over authenticity. - **CBT (Cognitive Behavioural Therapy)** A form of therapy involving structured sessions with a qualified therapist to support individuals in understanding and changing behaviour, emphasised in the episode as preferable to ABA for autistic individuals. - **Dyslexia / Dysgraphia** Dyslexia refers to difficulties with reading, while dysgraphia concerns challenges with writing—both are types of specific learning difficulties discussed as commonly misunderstood. - **DEI (Diversity, Equity, and Inclusion)** Initiatives and practices within organisations and institutions aimed at recognising and supporting diverse groups, including but not limited to ethnicity, disability, and neurodiversity. - **Developmental Delay** When a child does not reach developmental milestones by expected ages, frequently discussed in the context of early childhood diagnoses. - **Gen Ed (General Education) Classroom** The mainstream classroom setting intended for students without identified special educational needs. - **Educational vs. Medical Diagnosis** A distinction in the US system where an “educational” diagnosis is determined by school staff (often for access to services), while a “medical” diagnosis is provided by healthcare professionals (with potentially wider recognition). - **Sensory-Friendly (Sensory-Friendly Time, Quiet Room)** Refers to periods or spaces where sensory stimuli such as noise, lighting, and crowds are reduced to support individuals who are easily overwhelmed. - **Stimming Toy/Fidget Tool** Objects intended to provide sensory or motor input, supporting regulation or focus, especially for neurodivergent individuals. --- These terms enable richer understanding and dialogue about neurodiversity, inclusion, and the lived experiences of those navigating educational environments with diverse needs. ```

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**Focus Keyword:** Neurodiversity in Education --- **Video Title:** Neurodiversity in Education: Step Into My Shoes | #InclusionBitesPodcast --- **Tags:** neurodiversity, education, autism, inclusion, step into my shoes, culture change, positive people experiences, special education, Rebecca Engle, Joanne Lockwood, inclusive classrooms, disability advocacy, student empowerment, learning differences, cognitive behavioural therapy, ABA therapy, support systems, DEI, belonging, sensory processing, teacher journey, classroom strategies, stimming, IEP, individualised education plan, school support --- **Killer Quote:** "It's the other people and not themselves—I think I'm trying to shape that image in them that, you know, it's the other people and not themselves." – Rebecca Engle --- **Hashtags:** #Neurodiversity, #Education, #Inclusion, #Autism, #PositivePeopleExperiences, #CultureChange, #StepIntoMyShoes, #DisabilityAdvocacy, #SpecialEducation, #Empowerment, #InclusiveClassrooms, #SupportSystems, #StudentVoice, #TeacherJourney, #IEP, #Belonging, #BehaviouralSupport, #CBT, #LearningDifferences, #ClassroomInclusion --- ## Why Listen Welcome to a profoundly moving and practical conversation on *Neurodiversity in Education*, drawn from my latest *Inclusion Bites Podcast* episode, "Step Into My Shoes." This episode welcomes the inspiring Rebecca Engle, a special education teacher, author, and unwavering advocate for neurodivergent learners, whose journey epitomises resilience, authenticity, and transformation within the educational landscape. In our dialogue, we unravel the layers behind what it means to provide *Positive People Experiences* in schools and champion true *Culture Change*—not just in policy, but in the everyday interactions and mindsets that create inclusive classrooms. Too often, neurodiversity is shrouded in misconception, leaving autistic learners feeling defined by difference, rather than empowered by it. Here, Rebecca’s story becomes a rallying cry for teachers, parents, and education leaders: inclusion isn’t merely ticking boxes, it’s a holistic, proactive embrace of individuality at every level, ensuring no child is left behind, ignored, or expected to simply ‘mask’ who they are. Rebecca shares her own diagnosis journey, revealing how, from a young age, she moved through a system that diagnosed her with what we now understand as multiple aspects of autism spectrum disorder. Rebecca describes the reality of being placed in both specialist and general education settings, wherein the latter, she endured bullying, stereotyping, and misunderstanding—not because of her innate abilities, but due to a lack of truly inclusive culture. The impact? A fierce resolve to never let another child face what she did, inspiring her advocacy and shaping her approach as an educator. As we navigate her narrative, Rebecca offers an insider’s perspective on the complexities of support systems, such as Individualised Education Plans (IEP) and section 504 in the United States, revealing not just their life-changing role but also their administrative pitfalls. We probe the arbitrariness of state policies—where a move across a state border could mean a total overhaul in support for the same child. These insights are invaluable, raising urgent questions about consistency, equity, and the pressing demand for evidence-based interventions like Cognitive Behavioural Therapy (CBT) over outdated or potentially stigmatising approaches such as ABA therapy. Throughout our exchange, the focus remains steadfastly on *Positive People Experiences*: making classrooms places where neurodivergent children can do more than simply survive—they can flourish, self-advocate, and help shift peer perceptions. We discuss Rebecca’s innovative, hands-on methods—labelled objects at home, one-to-one engagement, and teaching strategies like the sticky note—and how vital parental and teacher support can be in unlocking a child’s voice and furthering their agency, not just inside the classroom but well beyond into adult life. Culture change is dissected not as some abstract notion, but as the lived, visible transformation that happens when schools and workplaces allow neurodivergent individuals to be unapologetically themselves. Rebecca is candid about her own experiences with stimming, the emotional nuance attached, and how open conversation and visible advocacy break down stigma for younger generations. Her perspective on the importance of diagnosis as both a gateway to support and a validation of one’s identity empowers listeners grappling with late diagnosis and seeking community and recognition. This episode delivers a reality check about the state of inclusion in education systems, especially across the US—flagging the threat to meaningful accommodation as policies come under fire, and laying bare the uncomfortable truth that, whilst diversity and inclusion rhetoric abounds, real change must be both intersectional and targeted. Rebecca’s words ring out: inclusion is for everyone. Race, disability, age, neurotype—if policies don’t centre the widest spectrum of difference, they fail our children. For parents, educators, HR professionals, and anyone invested in culture change, this conversation is a toolkit: we explore restorative practices, the role of open self-disclosure, proactive peer education, and the necessity of embedding neurodiversity awareness from the earliest years—all towards the goal of building workplaces and societies where belonging, dignity, and possibility are every individual’s birthright. If you’re seeking a blend of heartfelt narrative, actionable insight, and a bold vision for educational transformation and workplace inclusivity, this episode of the Inclusion Bites Podcast is for you. Let’s dismantle barriers, rethink ‘normal’, and usher in true culture change—one positive people experience at a time. --- ## Closing Summary and Call to Action As we draw together the insights from “Step Into My Shoes,” it’s clear that embedding *Neurodiversity in Education* requires both courage and practical action. Let’s recap the critical learning points and actionable takeaways from this episode: 1. **Diagnose to Empower, Not Label:** Early and accurate identification of neurodivergent needs affords access to tailored support and appropriate interventions—not stigmatisation. A formal diagnosis legitimises a child’s right to reasonable adjustments, workplace accommodations, and community advocacy. Don’t be afraid to seek one; it’s a passport to belonging. 2. **Redefine ‘Normal’:** The myth of the ‘typical’ learner excludes as many as it includes. By challenging rigid benchmarks of academic success and conformity, schools can instead recognise the spectrum of human experience as an asset—fostering *positive people experiences* for all. 3. **Reject Masking, Embrace Authenticity:** Encourage open dialogue about neurodiversity within classrooms. Give children permission to name and celebrate difference. As Rebecca observes, hiding or masking identity creates internalised shame and hinders development. 4. **Support from the Ground Up:** One-to-one parental support, teacher-led interventions, and a positive classroom environment are foundational. Use practical strategies—label objects, employ sticky notes, and create visual supports—to aid comprehension and self-expression. 5. **Move from ABA to CBT:** Prioritise evidence-based, empathetic therapies such as CBT over reward-punishment models like ABA therapy. The goal isn’t to ‘normalise’ or suppress self-regulation (such as stimming), but to furnish learners with healthy coping skills and strategies. 6. **Promote Peer Education:** Normalise neurodiversity by allowing neurodivergent children (who wish to) to speak about their own needs, helping peers understand different responses and behaviours. This is key to culture change and preventing bullying or isolation. 7. **Make Inclusion Visible:** World-class inclusion isn’t hidden—it’s obvious. Allow teachers and support staff to be open about their roles, fly the flag for neurodiversity in display materials, and create frequent conversations about difference, acceptance, and respect. 8. **Ensure Equity, Not Just Equality:** True inclusion isn’t delivering identical treatment; it’s providing what each child (or adult) needs to thrive. Equity in action is differentiated support, accessible materials, and proactive accommodations—not making neurodivergent learners ‘fit’ a fixed mould. 9. **Plan for Real World Transitions:** Prepare neurodivergent children for adult life by teaching self-advocacy, communication skills, and coping mechanisms from an early age. Instil confidence that difference is not a deficit. 10. **Expand the Mandate of DEI:** Advocate for diversity, equity, and inclusion policies that encompass *all* axes of difference—race, disability, age, sexuality, neurotype. If DEI doesn’t serve neurodivergent people, it fails its remit. 11. **Challenge Harmful Policy Changes:** Stay alert to political or legal threats to accommodations such as IEPs and section 504 plans. Engage with advocacy groups, use your voice, and educate your community about the stakes for neurodivergent learners. 12. **Embed Sensory-Friendly Practices:** Workplaces, schools, and public spaces should offer quiet rooms, sensory-friendly hours, and the acceptance of self-regulation behaviours. Inclusion is as practical as it is philosophical. 13. **Champion Lived Experience:** Value the stories and insights of neurodivergent individuals in policy-making, classroom settings, and community advocacy. Culture change is most effective when led by those who live the experience daily. 14. **Promote Ongoing Professional Development:** Both mainstream and specialist staff should receive robust training in neurodiversity, trauma-informed practice, and restorative classroom management. Give teachers the tools to make a difference. 15. **Empower Through Literature and Storytelling:** Books such as “Step Into My Shoes” open essential conversations at all levels—read them widely, reflect honestly, and let children see themselves and their peers in every page. In closing: Every child and adult deserves to be seen, heard, and valued *as they are*. Let’s refuse half-measures and tokenism and move decisively towards positive people experiences and true culture change—for all. Share what you learn, advocate for those unheard, and let this episode light a fire for transformation in your own community. --- ## Outro Thank you for tuning in to this episode of the Inclusion Bites Podcast and engaging with this vital conversation on *Neurodiversity in Education*. If you found value in our discussion—if it sparked questions, ideas, or resolve—please do like and subscribe to our channel, and share this episode with colleagues, friends, and anyone passionate about culture change. You can discover more inspiring conversations and actionable resources at the SEE Change Happen website: [https://seechangehappen.co.uk](https://seechangehappen.co.uk) For the complete archive of episodes, visit: [https://seechangehappen.co.uk/inclusion-bites-listen](https://seechangehappen.co.uk/inclusion-bites-listen) Let’s keep the conversation going as we strive to create Positive People Experiences and pioneer real Culture Change together. Stay curious, stay kind, and stay inclusive – Joanne Lockwood

Root Cause Analyst - Why!

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Certainly. Let’s perform a root cause analysis based on the key challenges encountered in this episode of the Inclusion Bites Podcast: "Step Into My Shoes" with Rebecca Engle. **Key Problem Identified:** Autistic and neurodivergent students often face barriers in educational settings that impact their sense of belonging, development, and ability to thrive. --- ### 1. **Why** do autistic and neurodivergent students face barriers in educational settings? Because educational systems and environments are generally designed for neurotypical students, and often fail to accommodate or understand neurodivergent needs and behaviours. --- ### 2. **Why** are educational systems designed primarily for neurotypical students? Because prevailing models of education—curricula, classroom management, behaviour expectations—have been historically standardised, based on the “average” or “normative” student profile, sidelining neurodiversity. --- ### 3. **Why** have these standardised and normative models persisted in education? Because there is a lack of widespread, sustained training and awareness about neurodiversity and inclusion among educators, policy-makers, and administrators. Additionally, there’s a historical reluctance to move away from the ‘one size fits all’ approach. --- ### 4. **Why** is there a lack of training and awareness about neurodiversity and inclusion? Because teacher education programmes, professional development courses, and policy directives have not prioritised genuine inclusion or have not meaningfully involved neurodivergent voices in shaping what inclusion actually ought to look like. --- ### 5. **Why** have neurodivergent voices not been involved and why has training not been prioritised? Because of societal misconceptions, lingering stigma attached to disability and neurodivergence, and a preference for maintaining the status quo. There’s also a tendency to focus inclusion efforts primarily on visible identities (such as race or gender), rather than hidden differences like neurodiversity or disability. --- ## Summary of Root Causes The real root cause lies in entrenched societal stigma and a chronic under-representation of neurodivergent perspectives in both education policy and practice. This is perpetuated by traditional educational standardisation, inadequate training, and a superficial application of inclusion that privileges visible diversity over hidden forms. --- ## Suggested Solutions 1. **Embed Neurodiversity in Inclusion Training:** Require comprehensive, ongoing inclusion and neurodiversity modules in all teacher training, involving autistic and neurodivergent educators and students as lived-experience experts. 2. **Policy Reform:** Mandate policies that move beyond mere assimilation, shifting from standardisation to genuinely individualised education planning, with neurodivergent advocates involved in policy design and review. 3. **Normalise Conversation about Neurodiversity:** Explicitly encourage safe, open discussions about neurodiversity in schools—educators, students, and families should be able to talk about different needs and strengths without fear of stigma. 4. **Redesign Support Systems:** Replace behaviourist approaches (such as ABA and reward-punishment systems) with evidence-based, person-centred methodologies (such as Cognitive Behavioural Therapy and collaborative problem solving), which foster self-advocacy and authentic emotional regulation. 5. **Cultural Change:** Cultivate a school and societal culture which values different ways of processing, communicating, and interacting—breaking down “normality” as a rigid construct. This includes diverse role-model representation and regular awareness events. --- By addressing the issue from the roots—training, policy, culture, and representation—we can move beyond a tokenistic inclusion approach and create truly supportive environments where neurodivergent students do not merely survive but flourish.

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| Slide | Content | |-------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Opening Slide | **Checklist: Fostering Inclusion for Neurodivergent Talent** Dive into five evidence-based practices to support neurodivergent individuals across education and workplace settings. Strengthen your culture of belonging and unlock the full potential of diverse talent by putting these actionable steps into practice. | | 1 | **Prioritise Authentic Communication** Encourage direct and transparent dialogue. Recognise individual communication styles and provide space for neurodivergent voices to participate without masking their identity—this promotes psychological safety and true inclusion. | | 2 | **Value Individual Strengths over Conformity** Shift from a deficit-based mindset to recognising the unique strengths and learning styles that neurodivergent colleagues and students bring. Adapt support to empower, not assimilate, each person. | | 3 | **Equip with Personalised Support Mechanisms** Utilise tailored interventions—such as quiet spaces, sensory tools, and visual supports—rather than generic approaches. Regularly review adjustments to remain responsive to evolving needs. | | 4 | **Normalise Conversations about Neurodiversity** Foster open discussion about neurodivergence while respecting confidentiality. Educate all leaders and stakeholders on appropriate language, neuroinclusive etiquette, and advocacy to reduce stigma and increase allyship. | | 5 | **Move from Rewarding Compliance to Empowering Autonomy** Replace behaviourist systems focused on conformity with approaches that nurture self-advocacy, self-regulation, and authentic expression. Empower neurodivergent individuals to contribute in ways that work for them. | | Closing Slide | **Take the Next Step for Inclusion** For tailored strategies and practical guidance on cultivating neuroinclusive workplaces, connect with Joanne Lockwood at SEE Change Happen. Visit https://seechangehappen.co.uk. Let’s champion authentic belonging together—start the conversation now. |

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**SLIDE 1:** ✨ *Have you ever truly stepped into the shoes of someone with a different way of experiencing the world?* ✨ --- **SLIDE 2:** Discover Rebecca Engle’s powerful journey as an autistic educator—from facing misunderstanding and exclusion as a child, to transforming those struggles into passionate advocacy for neurodivergent students. --- **SLIDE 3:** What does inclusion *really* mean? It’s not about making everyone “fit in”—it’s about recognising, supporting, and celebrating our differences. --- **SLIDE 4:** Hear Rebecca challenge outdated systems and share what it’s like navigating the world—both as an autistic adult and inspiring teacher—breaking the mould for her students and colleagues. --- **SLIDE 5:** 👟 Ready to step into Rebecca’s world and ignite your own understanding of neurodiversity? Tap the link in bio and listen to “Step Into My Shoes” on Inclusion Bites Podcast. Let’s create a world where everyone belongs—and thrives! #InclusionBites #StepIntoMyShoes

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**Title:** Step Into My Shoes: Driving Inclusive Education Through Authentic Storytelling **Meta Description:** Join Joanne Lockwood in "Step Into My Shoes" as she explores inclusive education with Rebecca Engle, delving into lived experiences, neurodiversity, and actionable strategies for fostering belonging in schools and beyond. --- As I sat down with Rebecca Engle, a passionate special education teacher and advocate for neurodivergent learners, I knew our conversation would push beyond surface-level dialogue. Inclusive education is not just a buzzword—it’s at the heart of creating spaces where everyone, no matter their neurological wiring, feels valued and empowered to thrive. Our discussion unfolded in waves, from deeply personal stories to broader societal reflections, and I’d love to take you through the key takeaways that illuminated our dialogue. Buckle in; these are the insights that shape the future of inclusion. --- ### Unveiling Lived Experience: Navigating Childhood with Neurodiversity Rebecca’s candour in sharing her childhood stood out immediately. From her earliest memory of being diagnosed with a cluster of neurodevelopmental conditions—what now falls under the autism spectrum—coming to terms with feeling different was not a straightforward journey. Imagine, as she did, being “just yourself” until the world points out that you’re not quite like everyone else. The true catalyst for her self-awareness came not from within, but from the reactions of others: awareness dawned when peers and adults highlighted behavioural differences. What resonated deeply was Rebecca’s reflection on how she wasn’t disturbed by who she was, but by the interpretations placed upon her. This distinction is crucial; it reframes “struggle” from an internal deficit to a social construction—do we truly support difference, or merely tolerate it? It left me wondering: how many children today are comfortable in their own skin until society convinces them otherwise? --- ### Inclusive Education: Barriers, Breakthroughs, and Ongoing Gaps We delved into the landscape of inclusive education, both as Rebecca experienced it and as she now delivers it. The conversation took a sharp turn when we examined how systems can either empower or emotionally batter neurodivergent students. Early speech therapy, classroom labelling, even bullying—all of these shaped Rebecca’s path, but not without lasting scars. Here’s a critical point—Rebecca observed that while there’s greater awareness now, inclusive education is far from perfect, especially in the US. The “General Ed First” mantra, well-intended as it is, can feel like forced assimilation. “It’s as if we’re ignoring the disability and just throwing students into overwhelming settings,” she reflected. What does true inclusion look like if the onus is always on the student to adapt, rather than the environment to accommodate? --- ### Communication Styles: Bridging Neurodivergent and Neurotypical Worlds Communication became a recurring theme—both as a source of personal challenge and as an enabler for understanding. Rebecca’s direct, forthright style, often labelled “aggressive” by some, is simply her authentic voice. Yet, the effort involved in translating between neurodivergent and neurotypical communication norms is considerable. There’s a fascinating parallel to learning a new language—Rebecca likened her daily interactions to switching between cultural norms, never quite sure of the unwritten rules. She stressed how even within the autistic community, communication can be more fluid, safe, and mutually comprehensible, in contrast to the complexities and barriers faced in predominantly neurotypical settings. What might society gain if we all became a bit more fluent in each other’s “languages”? --- ### Emotional Regulation and Stimming: The Unseen Tools for Wellbeing Another area that opened my eyes was Rebecca’s unpacking of stimming—those repetitive movements or behaviours that help autistic people self-regulate. Whether it’s finger tapping, rocking, or drawing endless patterns, these are crucial tools for handling sensory overload or emotional stress. But as Rebecca revealed, such behaviours can still prompt embarrassment if misunderstood. I was struck by how even after years of advocacy and support, stimming in public remains a loaded act, often hidden to avoid judgement. Yet for Rebecca and countless others, these behaviours are vital—not just quirks, but essential strategies for maintaining wellbeing. How might our classrooms and workplaces shift if we saw such behaviour as strength, not a flaw? --- ### Systemic Hurdles: From Education Policy to Workplace Transition As our dialogue turned to broader systems—education policy, legal frameworks like the IEP (Individualised Education Plan), and transition support—I was reminded of both progress and persistent institutional barriers. Rebecca illuminated how inconsistent policies between US states can disrupt support for neurodivergent learners, and how the overreliance on behavioural therapies like ABA may inadvertently teach masking rather than authentic expression. Curiously, support often fades as young people transition into adulthood, even though the need for reasonable adjustments continues. Rebecca’s advocacy is driven by a vision where self-advocacy and disclosure are normalised, not stigmatised, and where cognitive behavioural therapy (CBT) replaces outdated reward-based approaches. What societal benefits might we see if “inclusive education” was genuinely lifelong? --- ### Storytelling and Representation: The Power of Visibility Finally, Rebecca shared the inspiration behind her children’s book, “Step Into My Shoes.” By centring neurodivergent experiences in story form, she gives children and families language and imagery to understand and celebrate difference. She chose not to specify exact diagnoses for her main character, Rocky, to ensure the narrative resonated with anyone who feels “othered.” This creative approach extends to Rebecca’s own classroom, where personal narrative and openness about her own neurodivergence foster trust and self-acceptance among her students. How powerful could it be if every school displayed neurodiversity symbols proudly and conversations about difference were woven seamlessly into the daily fabric of learning? --- **Conclusion: Inclusion Education as a Catalyst for Belonging** Our conversation reaffirmed this: inclusive education is not merely a policy or a checklist—it’s a living, evolving practice. By giving visibility to the stories, challenges, and strengths of neurodivergent people, we pave the way for genuine belonging. It’s about more than passing exams; it’s about creating a world where stimming is understood, communication is respected, and everyone’s story is heard. For more insights on inclusive education and belonging, and to join the conversation, visit [Inclusion Bites](https://seechangehappen.co.uk/inclusion-bites-listen) or reach out at jo.lockwood@seechangehappen.co.uk. After all, real progress starts when we’re willing to step into each other’s shoes.

TikTok Summary

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Ever wondered what it's truly like to experience the world as an autistic educator and advocate? Step into the shoes of Rebecca Engle, as she and Joanne Lockwood break down barriers, bust myths, and share the untold realities of thriving with neurodiversity. 🌍✨ From childhood diagnosis to empowering children today, Rebecca’s journey is both eye-opening and inspiring. Whether it’s flapping, stimming, advocating for real inclusion, or writing children's books—her story is a testament to belonging without masking. Curious? Want more raw, heartfelt conversations that challenge the status quo? Listen to the full Inclusion Bites episode now 👉 https://seechangehappen.co.uk/inclusion-bites-listen #InclusionBites #Neurodiversity #AutismAcceptance #RealTalk #SparkChange

Slogans and Image Prompts

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Absolutely! Here’s a curated selection of impactful slogans, soundbites, quotes, and hashtags from the episode, each paired with a detailed AI image generation prompt. These are designed for use on merchandise like mugs, T-shirts, stickers, or digital campaigns to spread the spirit of inclusion and neurodiversity advocacy. --- ### 1. Slogan & Soundbite: **“Not Broken, Just Different.”** *Context: A recurring theme—neurodivergence isn’t about being less, just different.* **AI Image Prompt:** A vibrant, hand-drawn illustration of diverse children and adults standing together. A central figure is surrounded by playful, colourful scribbles and symbols of neurodiversity (infinity loops, puzzle pieces, fidget toys). The phrasing “Not Broken, Just Different” features in friendly, bold handwriting beneath the image. The tone is uplifting, modern, and accessible. --- ### 2. Quote: **“It needs all types of people in society to make society fantastic.”** *Context: The value of embracing diversity to enrich communities.* **AI Image Prompt:** A bustling cityscape or schoolyard filled with people of all ages and appearances, engaged in various creative or everyday activities. Overlay the quote in large, inclusive font. Use a harmonious palette with soft gradients and hints of rainbow colours to symbolise diversity. The scene feels energetic and optimistic. --- ### 3. Hashtag: **#ThriveAsYou** *Context: Implied in discussion about being authentic and not masking one’s identity.* **AI Image Prompt:** A stylised person or group, depicted with colourful auras of light, confidently standing in a natural pose. The hashtag #ThriveAsYou is written in dynamic, handwritten script at the base, with abstract shapes to reflect uniqueness. Background is pale, letting the figures and hashtag pop. --- ### 4. Quote: **“Neurodiversity is Valid, Authentic and Okay.”** *Context: Advocacy for respecting neurodivergent ways of being.* **AI Image Prompt:** A minimalist vector art showing three interconnected hands of different skin tones, each hand holding a symbol (brain icon, heart, infinity sign). “Neurodiversity is Valid, Authentic and Okay” curves above the design in clean, modern font. An understated but vivid palette that draws the eye. --- ### 5. Slogan: **“Step Into My Shoes”** *Context: Title and main metaphor of the episode and children’s book.* **AI Image Prompt:** A pair of brightly coloured shoes set in the middle of a pavement or classroom floor, surrounded by footprints of various patterns and sizes. Above or beside, “Step Into My Shoes” in playful, childlike script. One shoe features a small infinity symbol. The setting is friendly and emotive, suitable for children and adults alike. --- ### 6. Soundbite: **“Support Isn’t a Secret. Inclusion is for Everyone.”** *Context: Critique of keeping neurodiversity hidden; support should be visible and normalised.* **AI Image Prompt:** An open door or window with a cheerful classroom in view. Around are icons representing support: a sticky note, headphones, books, and sensory items. The phrase is written in vibrant, accessible lettering, as if on a chalkboard or sticky note. Subtle symbols of neurodiversity in the background. --- ### 7. Hashtag: **#BeccaThings (or #ThatsABeccaThing)** *Context: Playful acknowledgment of one’s quirks—be yourself unapologetically.* **AI Image Prompt:** A whimsical comic-style design featuring a cartoon Becca character joyfully flapping hands, doodling flowers, or knitting. Fun, quirky typography for the hashtag. Sprinkles of stars, hearts, and sensory objects. This should feel approachable with a warm pastel palette. --- ### 8. Quote: **“Celebrate, Don’t Mask.”** *Context: Conversation around masking autistic traits and the encouragement to celebrate differences.* **AI Image Prompt:** A festive scene. Individuals are throwing confetti, some are stimming (flapping, doodling, fidgeting), all smiling. Banners read “Celebrate, Don’t Mask.” The overall vibe is like a school fair or festival but inclusive, with different neurodiversity symbols subtly incorporated. --- ### 9. Slogan: **“Education, Empathy, Embrace.”** *Context: Summary philosophy for changing society towards inclusion.* **AI Image Prompt:** A trio of interlocking circles, each labelled: Education (books, glasses), Empathy (hearts, handshake), Embrace (hugging arms or supportive hands), in calming, modern colours. Slogan in clear, bold text encircling the symbols. --- ### 10. Hashtag: **#InclusionIgnited** *Context: Derived from the podcast’s tagline.* **AI Image Prompt:** An abstract flame composed of diverse human silhouettes and icons of inclusion (wheelchair, infinity symbol, heart, book). The hashtag #InclusionIgnited blazes beneath in dramatic yet inviting typography with a vivid orange or rainbow spectrum gradient. --- Feel free to mix and match the prompts for various merchandise types. These soundbites encapsulate the episode’s spirit: pride in neurodivergence, advocacy for true support, and the call for authentic inclusion.

Inclusion Bites Spotlight

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Rebecca Engle, our guest on “Step Into My Shoes,” this episode of The Inclusion Bites Podcast, offers a compelling and deeply personal perspective on neurodiversity, inclusive education, and the lived experience of being an autistic educator. As a special education teacher, author, and passionate advocate for neurodivergent learners, Rebecca is committed to transforming her own journey into powerful advocacy that empowers students and challenges prevailing systems. Rebecca’s story is one of resilience and bold honesty. Diagnosed in early childhood with a range of developmental differences that today fall under the autism spectrum, Rebecca experienced firsthand both the challenges and the systemic barriers that face autistic individuals in mainstream education—misunderstanding, exclusion, and the pressure to mask one’s authentic self. Her narrative is not just about overcoming but about redefining what inclusion and support mean for neurodivergent pupils. In this episode, Rebecca addresses the misconceptions surrounding autism and underscores the importance of recognising neurodiversity as both valid and vital to vibrant communities. She unpacks the impact of masking, the critical distinction between communication and comprehension, and how meaningful support—not conformity—enables students to thrive. With practical insights born from both her teaching role and lived experience, Rebecca advocates for approaches like Cognitive Behavioural Therapy over outdated, compliance-driven models, and calls for transparency, self-advocacy, and policy reform in schools. Rebecca’s conversation is a rallying call to educators, families, and organisations: true inclusion begins with understanding, openness, and a willingness to disrupt the status quo. Her children’s book, *Step Into My Shoes*, not only resonates with students who feel different but also serves as an essential educational tool for building empathy and awareness in the classroom and beyond. This episode invites us to question: How can we better listen—and respond—to the authentic needs of neurodivergent individuals? What does it take to move from compliance to belonging? Join us as Rebecca shares her journey and vision for a more inclusive world, reminding us all that supporting diversity isn’t about assimilation—it’s about celebrating difference.

YouTube Description

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**Challenging the Status Quo: Are We Truly Ready for Neurodiversity?** Why do we still expect neurodivergent minds to mask or mould themselves to fit a neurotypical world? In this transformative episode of *Inclusion Bites*, host Joanne Lockwood is joined by special education teacher, advocate, and author Rebecca Engle for an unfiltered discussion about what it really means to "Step Into My Shoes." Dive into Rebecca's powerful personal journey as an autistic educator and discover how her lived experience drives real advocacy for inclusive education. This conversation will reframe your thinking about labels, support systems, and the value of being unapologetically yourself. You’ll walk away questioning how society, organisations, and individuals can do more than merely accommodate — but actively celebrate and empower neurodivergence. What can you expect from this episode? - A deep dive into the evolution (and limitations) of educational support for autistic students. - First-hand insight into stimming, masking, and the lived realities of autistic young people. - Honest reflections on the importance (and pitfalls) of diagnosis for self-advocacy and workplace accommodations. - Practical actions for educators, employers, and allies to foster genuine inclusion, not mere assimilation. **Key Takeaways:** - Thinking differently: Understand why autism and neurodiversity bring invaluable perspectives, not ‘problems to fix’. - Feeling differently: Gain empathy for the challenges and strengths found in authentic, unmasked communication styles. - Acting differently: Learn how you can dismantle stereotypes, normalise conversations, and champion tailored environments — from schools to workplaces. Now’s the time to question how your organisation, family, or classroom supports *real* inclusion. Will you be part of the change, or keep the conversation hidden? **Listen, learn, and take action:** 🔗 [Subscribe to Inclusion Bites](https://seechangehappen.co.uk/inclusion-bites-listen) ✉️ Share your thoughts: jo.lockwood@seechangehappen.co.uk #InclusionBites #Neurodiversity #AutismAcceptance #InclusiveEducation #AuthenticCommunication #StopTheMasking #Belonging #DEI #StudentVoice #DisabilityAdvocacy

10 Question Quiz

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**Multiple Choice Quiz: "Step Into My Shoes" — The Inclusion Bites Podcast (Host: Joanne Lockwood)** **1. What is the core purpose of the Inclusion Bites Podcast as described by the host, Joanne Lockwood?** A) To present technical solutions to inclusion B) To share bold conversations that spark change and foster belonging C) To provide academic research on diversity D) To promote specific product offerings in education **2. According to Joanne, what is the ultimate goal when considering inclusion?** A) Everyone fits in by masking differences B) Everyone is treated the same at all times C) Everyone not only belongs, but thrives D) Every workplace becomes silent **3. Joanne invites listeners to engage with the podcast by:** A) Writing letters to the editor B) Reaching out via email to share insights or to join the show C) Attending live in-studio podcasts D) Submitting surveys through social media **4. How does Joanne Lockwood characterise the aim of her podcast conversations?** A) Surface-level and focused on trending topics B) Pragmatic advice for managers only C) Conversations that challenge, disrupt the status quo, and inspire action D) Pure entertainment without informative value **5. How does Joanne position the podcast for listeners (in terms of community and participation)?** A) Listeners are passive receivers B) The podcast is a one-way informational broadcast C) Listeners are part of an ever-growing community driving real change D) Only for those with academic credentials **6. What phrase does Joanne use to describe the comfort and approachability of the podcast?** A) ‘A formal learning session for all’ B) ‘Your sanctuary for bold conversations’ C) ‘Strictly business and policy’ D) ‘A casual coffee break chat’ **7. In the discussion, how does Joanne reflect on the development and societal view of neurodiversity and literacy?** A) She claims reading has always been the norm B) She suggests difficulties like dyslexia are a modern issue due to societal changes C) She says educational challenges are purely genetic D) She asserts all people learn to read at the same rate **8. What analogy does Joanne use to discuss how society might unfairly judge neurodiverse individuals?** A) Comparing educational skills to musical ability B) Comparing modern literacy to human evolution, suggesting expectations have changed C) Relating maths skills to sports prowess D) Suggesting everyone is born with identical learning skills **9. When discussing the transitions for young autistic or neurodivergent learners, what does Joanne suggest is key for societal progress?** A) Immediate abandonment of all inclusive practices B) Education and time C) Segregation of all neurodivergent individuals D) Defence of traditional teaching only **10. To finish, Joanne associates the podcast with which of the following actions for the listener?** A) Subscribing, sharing with others, and amplifying voices for inclusion B) Passive observation only C) Limiting feedback to online reviews D) Providing financial contributions only --- ### **Answer Key with Rationale** **1. B** *Rationale:* Joanne describes the podcast as "your sanctuary for bold conversations that spark change," centring on inclusion, belonging, and transformation. **2. C** *Rationale:* The host asks, "Ever wondered what it truly takes to create a world...everyone not only belongs, but thrives." **3. B** *Rationale:* Joanne says, "Reach out to jo.lockwood@seechangehappen.co.uk to share your insights or to join me on the show." **4. C** *Rationale:* The podcast aspires to "challenge the status quo and share stories that resonate...inspire action together." **5. C** *Rationale:* Joanne refers to listeners as "part of our ever growing community driving real change." **6. B** *Rationale:* She opens with, "Welcome to Inclusion Bites, your sanctuary for bold conversations that spark change." **7. B** *Rationale:* Joanne notes dyslexia and similar issues are more prominent due to "judging people against the human evolution that we weren't designed for necessarily...something that we picked up." **8. B** *Rationale:* She highlights, "I often think that we're judging people against the human evolution that we weren't designed for necessarily..." **9. B** *Rationale:* Joanne concludes that "Education and Time" are required for change, highlighting that inclusivity is a societal journey. **10. A** *Rationale:* Joanne urges listeners to subscribe, share with family and friends, and "amplify the voices that matter." --- ### **Summary Paragraph** The Inclusion Bites Podcast, as hosted by Joanne Lockwood, serves as a sanctuary for authentic and bold conversations intended to foster true inclusion and societal change. Joanne unwaveringly champions an inclusive world where everyone not only belongs but thrives, inviting listeners to actively participate and share their insights to further the conversation. The podcast is designed to challenge the status quo, inspiring actionable change and cultivating a sense of community that is both robust and expanding. Joanne emphasises how societal expectations of neurodiversity have evolved, reminding listeners that literacy difficulties are a product of our changing world rather than innate shortcomings. By drawing parallels to human evolution, she highlights how modern educational standards can unjustly disadvantage neurodivergent individuals. Joanne believes that genuine progress lies in a combination of education and patience, and she encourages all listeners to subscribe, share, and help amplify inclusive voices, thus paving the way for a world where diversity is understood, respected, and celebrated.

Rhyme Scheme and Rhythm Podcast Poetry

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**Step Into My Shoes** In halls where lessons softly start, A different rhythm beats the heart. Beneath bright lights and echoing walls, Some learn to leap while others crawl. The world expects a certain pace, Yet all find struggle in their race. With labels stuck and warnings told, Young minds grow quiet, spirits bold. A journey shapes resilience strong, Where “different” weaves where all belong. Textures bother, noise might sting— Yet joy and stimming softly sing. Each challenge faced with gentle pride, Is not a fault, nor ought to hide. Communication, direct and bright, Is neither wrong, nor lacks the right. To mask or not? A heavy choice, But deeper truths need room for voice. Support should fit the person’s need, Not teach to mask, nor curb, nor plead. Encourage tales that bravely start: Of flapping hands, of anxious heart. Let children learn and safely say, “This is my mind. I’m proud this way.” Society, please pause, unlearn; Embrace each difference at every turn. For what is “normal” but a myth— It takes those “othered” just to lift Our cultures, classrooms, futures new— Let everyone bring all they do. So step with care, and lend an ear; Let every difference draw you near. Reflect, connect, and light the flame, For inclusion is our brightest aim. If these words spoke to you today, Why not subscribe—and share the way? *With thanks to Rebecca Engle for a fascinating podcast episode*

Key Learnings

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**Key Learning & Takeaway:** True inclusion for neurodivergent individuals, especially autistic learners, is not about compelling conformity with neurotypical norms—it's about accepting, understanding, and supporting different ways of being, communicating, and learning. As Rebecca Engle brilliantly outlines, both in her own story and through her work as an educator, progress in inclusive education and society as a whole requires moving beyond mere awareness to genuine empowerment, equipping everyone to thrive without hiding or masking their identity. --- **Point #1: The Vital Role of Self-Awareness and Advocacy** Rebecca’s journey highlights how self-awareness and self-advocacy are foundational for neurodivergent young people. Recognising differences is not a deficit—it’s a stepping stone to understanding one’s needs and finding the confidence to communicate them. Rebecca models this for her students, demonstrating that knowing yourself is the first step towards asking for equitable support. **Point #2: Inclusion Means Practical, Personalised Support** An effective inclusive environment isn’t built on “one size fits all” solutions or enforcing neurotypical behaviour. Instead, it means providing tailored support like Individualised Education Plans (IEPs), allowing for communication preferences, stimming, and sensory considerations. The importance of early and ongoing, flexible adaptation—rather than attempting to suppress difference—is paramount. **Point #3: The Harms of Forcing Neurotypical Masking** Traditional behaviour management strategies, such as ABA, often reward neurotypical masking and penalise natural autistic behaviours. This can be damaging, teaching children to hide their true selves to fit in. Rebecca argues for Cognitive Behavioural Therapy (CBT) approaches that promote actual emotional regulation and self-understanding, rather than simply compliance. **Point #4: Open Discussion Fosters Real Belonging** Avoiding conversations about neurodiversity in an effort to “protect” or normalise difference actually creates more stigma and isolation. Open, age-appropriate dialogue—with peers and within the classroom—demystifies difference and builds empathy. Rebecca’s classroom, where neurodiversity is discussed and celebrated, exemplifies how honest conversations drive genuine inclusion that lasts beyond the school gates. ---

Book Outline

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Certainly! Below is a professionally structured book outline based solely on the guest’s (Rebecca Engle’s) contributions in the “Step Into My Shoes” episode of The Inclusion Bites Podcast. This outline preserves the authenticity of the guest’s lived experience, insights, and advocacy for inclusive education for neurodivergent young people. --- # **Book Outline – Working Title: “Step Into My Shoes: An Autistic Educator’s Journey to Inclusion”** --- ## **Title Suggestions** 1. Step Into My Shoes: Navigating Education and Advocacy as an Autistic Teacher 2. Inside an Autistic Mind: Teaching, Thriving, and Transforming Inclusion 3. Empowered Difference: A Life and Classroom of Autistic Advocacy --- ## **Introduction** - Setting the scene: The challenges and importance of inclusion. - Introduction to the author’s journey: a lived experience of autism, educational hurdles, and transformation into an advocate and educator. - Brief overview of the book’s aim: offering practical insight into neurodivergent lived realities and advocating for educational reform. --- ## **Chapter 1: Early Years – Recognition and Diagnosis** ### Summary Explores early childhood experiences, path to diagnosis, and parental advocacy. #### Subheadings - A Different Start: Early developmental signs - Parental Advocacy: A mother’s relentless pursuit for answers - The Labels of the Past: Multiple diagnoses and the evolution of diagnostic criteria - Entering Early Childhood Programmes: Support and segregation **Example quote:** “My mother realised there was something different about me... doctors were kind of like, don’t compare her to your sons, she’s fine....The doctor said, ‘Something’s wrong with her,’ and my mom was like, finally someone said something.” **Reflection Activity:** Encourage readers to reflect on how early recognitions and labels have shaped their own or a loved one’s experience. --- ## **Chapter 2: School Days – Navigating a Neurotypical System** ### Summary Examines the transition from specialist settings to mainstream classrooms and the experience of being different. #### Subheadings - Moving into General Education: Inclusion, bullying, and misunderstanding - The Lived Reality: Self-perception vs. external perspectives - When Difference Becomes Visible: Realisation through education systems - The Cost of Bullying and Misjudgement **Example quote:** “I was in a general education setting and was manipulated, mistreated by teachers, bullied—all the way through until I got to the end of college.” **Visual Aid:** Timeline of educational experience, showing transition points and challenges. --- ## **Chapter 3: Growing Up Autistic – Understanding and Self-Acceptance** ### Summary Focuses on personal development, self-awareness, and the evolving understanding of neurodiversity. #### Subheadings - Realising I Was “Different”: The transition age and its challenges - Internal Acceptance vs External Judgment - Communication Barriers: Directness and misinterpretation - Sensory Realities: Sweaters, textures, and everyday experiences **Example quote:** “I think I wasn’t bothered by myself. I was bothered by other people’s interpretation of me.” **Reflection Activity:** Prompts for readers to explore their own journey (or their child’s) of self-awareness. --- ## **Chapter 4: Stimming, Communication, and Everyday Coping** ### Summary Describes coping mechanisms, stimming behaviours, and the nuances of communication as an autistic individual. #### Subheadings - What is Stimming?: Variants and personal experiences - Triggers and Comforts: Stress, loneliness, and self-soothing - Communication Styles: The challenge of translation between neurotypes - Managing the “Becca Way”: Directness in a world needing sugar-coating **Example quote:** “I’m a terrible communicator. I’ve been told I’m too aggressive, I’m too direct. That’s the Becca way of saying it.” **Visual Aid:** Diagrams depicting types of stimming and their purposes. --- ## **Chapter 5: Learning, Teaching, and the Power of Advocacy** ### Summary Explores the journey from being a learner to becoming an educator, advocating for students, and designing inclusive environments. #### Subheadings - From Student to Teacher: Motivation to prevent repeated harm - Supporting Neurodivergent Pupils: Nuanced perspectives on student self-image - The Sticky Note Strategy and Other Tools: Personal adaptation in reading and learning - Key Lessons in Empathy and Empowerment **Anecdote:** “My mother put papers all around the house that had everything labelled with the word...she journaled literally every movement I made with my body.” **Reflection Exercise:** Actionable tips for teachers and parents in fostering inclusive environments. --- ## **Chapter 6: Systemic Barriers and Shortcomings in Inclusion** ### Summary A critical analysis of current educational practices, inadequacies, and the dangers of assimilation. #### Subheadings - The Education System: US-focused insights but broadly applicable themes - The Fallacy of "Every Child is a Gen Ed Kid First" - Detrimental Approaches: ABA’s perils and the masking epidemic - The Patchwork of Support: The inconsistency between states and systems **Example quote:** “It’s almost like we’re animal training kids with disabilities rather than... rewarding neurotypical behaviour and trying to prevent people being neurodiverse.” **Suggestion:** Include a comparison chart of ABA, CBT, and other support methodologies. --- ## **Chapter 7: Pathways to Change – Towards Genuine Inclusion** ### Summary Discusses practical solutions and systemic changes needed for real inclusion. #### Subheadings - Moving Beyond Masking: Validating neurodivergent behaviours - Role of Therapy: Advocating for Cognitive Behavioural Therapy over ABA - Talking About Difference: Overcoming secrecy and fear of ‘outing’ - The Case for Policy and Practice Reform: Equity, awareness, and resource allocation **Direct Quote:** “I want to do Step Into My Basket, and that book will be about grocery shopping as an autistic adult or child.” **Interactive Element:** Action steps for schools, workplaces, and policy-makers. --- ## **Chapter 8: Lived Strategies – Tools and Techniques for Daily Life** ### Summary Shares practical, lived techniques for coping and thriving as a neurodivergent individual and educator. #### Subheadings - Daily Adaptations: Visual supports, routines, and self-regulation - Inclusive Teaching Practices: How to empower all students - Advocating for Accommodations: The importance of diagnosis and legal protections - Finding Safe Spaces: The importance of quiet rooms, sensory-friendly environments, and workplace supports **Exercise:** Prompts for readers to evaluate their environment’s inclusivity using provided checklists. --- ## **Chapter 9: Storytelling, Writing, and Creative Expression** ### Summary Explores the power of storytelling in building empathy, understanding, and self-advocacy. Encourages amplifying diverse voices. #### Subheadings - Writing as Therapy and Advocacy: Children’s books and collective memoirs - Creating Characters for All: Universal stories of difference and belonging - The Healing Power of Creative Work: Knitting, art, and poetry **Anecdote:** “I knit beanies, scarves, blankets, ear warmers...” “My book, Step Into My Shoes, is about kids with disabilities... navigating primary school years.” --- ## **Conclusion: Embracing Difference – The Ongoing Journey** - Recap of main insights: The lived experience of autism, the necessity of true inclusion, and actionable steps for readers and society. - The vision: A world where neurodivergent individuals are unambiguously valued and included. - The call to action: - For educators: “Examine your own assumptions, advocate for inclusive practice.” - For parents: “Support and champion your child’s difference.” - For employers and wider society: “Redesign systems to support, not assimilate.” --- ## **Appendices** - Glossary of neurodiversity terms and educational policies - Resources for parents, educators, and neurodivergent individuals - Recommended further reading and advocacy organisations --- ## **Feedback Loop and Refinement Workflow** - Suggest initial review by neurodivergent individuals, educators, and inclusion specialists. - Collate feedback, revise order and content for clarity, impact, and inclusivity. - Pilot select chapters with target audience test readers for accessibility and resonance. --- ### **Chapter Summaries** 1. **Early Years – Recognition and Diagnosis** How early signs of difference trigger a journey through multiple diagnoses and the essential role of a proactive parent. 2. **School Days – Navigating a Neurotypical System** Coping with misunderstanding and exclusion in mainstream education, leading to both trauma and resilience. 3. **Growing Up Autistic – Understanding and Self-Acceptance** The duality of feeling “just me” inside, while the outside world narrates difference; the beginnings of an empowered identity. 4. **Stimming, Communication, and Everyday Coping** Insight into stimming, its effect on wellbeing, and strategies to cope with communication barriers and misunderstanding. 5. **Learning, Teaching, and the Power of Advocacy** Transforming negative experiences into compassionate advocacy and inclusive teaching; empowering the next generation. 6. **Systemic Barriers and Shortcomings in Inclusion** A candid dissection of persistent systemic flaws and the urgent need for reform in educational and therapeutic approaches. 7. **Pathways to Change – Towards Genuine Inclusion** Practical solutions: moving towards validating, supporting, and integrating neurodivergent individuals in society. 8. **Lived Strategies – Tools and Techniques for Daily Life** Day-to-day coping, advocacy, and teaching tools – for individuals and those who support them. 9. **Storytelling, Writing, and Creative Expression** The role of stories, creative pursuits, and public visibility in rewriting narratives of disability and inclusion. --- ## **Call to Action** Let this journey inspire you to challenge assumptions, transform environments, and join the movement for genuine inclusion. Whether you’re a teacher, parent, employer, or ally—step into the shoes of a neurodivergent person, and begin the work of change. --- **End of Outline**

Maxims to live by…

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**Maxims for Inclusion and Neurodiversity—Guiding Principles for Everyday Life** 1. **Value Difference, Not Deficit.** Recognise that being different is not the same as being deficient—diversity, whether neurotypical or neurodivergent, enriches society and is a source of collective strength. 2. **Embrace Authenticity Over Masking.** Strive to create spaces where everyone feels free to be themselves without the need to hide or disguise their true identity in order to fit in. 3. **Cultivate Empathy Through Lived Experience.** Seek to understand others by listening to their personal journeys and honour perspectives that differ from your own. 4. **Challenge Assumptions, Not Individuals.** Avoid making assumptions about ability or intent; instead, inquire, clarify, and extend patience in all interactions. 5. **Recognise Behaviour as Communication.** Look beyond surface behaviours—especially in neurodivergent individuals—and seek the underlying message, need, or emotion being expressed. 6. **Champion Individualised Support.** Support should always be tailored—be it in the classroom, workplace, or community—acknowledging unique strengths, preferences, and requirements rather than imposing one-size-fits-all solutions. 7. **Redefine Normal.** Question rigid notions of what is ‘normal’ or ‘acceptable’ in communication, learning, and behaviour; embrace the reality that there are many ways to succeed and to contribute. 8. **Empower Self-Advocacy.** Equip individuals with the knowledge and tools to advocate for themselves confidently, and foster environments where such advocacy is met with respect. 9. **Educate Without Stigmatising.** Facilitate open conversations about neurodiversity, disability, and difference—strip away secrecy and shame, and normalise these discussions from an early age. 10. **Measure Progress by Inclusion, Not Compliance.** Judge the success of any setting—not by how well individuals adapt to prevailing norms, but by how well the environment adapts to include all individuals. 11. **Reward Growth, Not Conformity.** Encourage genuine development, emotional regulation, and self-acceptance, resisting intervention models that reward mere suppression of difference or demand masking of authentic traits. 12. **Promote Accessible Spaces—Physically and Emotionally.** Ensure quiet areas, flexible routines, and sensory-friendly environments are available, making participation possible and comfortable for all. 13. **Uphold the Right to Disclosure or Privacy.** Respect every individual’s right to disclose or withhold information about their identity, diagnosis, or support needs, ensuring that this choice remains theirs alone. 14. **See Education as a Lifelong and Mutual Process.** Recognise learning goes both ways—everyone has something to teach and something to learn, regardless of neurotype or background. 15. **Defend Equity Relentlessly.** Pursue true equity, ensuring that support, opportunity, and understanding are available to those who need them—never reduce provisions in the name of ‘fairness’ or efficiency. 16. **Lead with Compassion, Always.** Respond to misunderstanding, frustration, and difference with unwavering kindness and a commitment to building connection. 17. **Celebrate Strengths and Superpowers.** Focus on what makes each person unique, fostering appreciation for so-called ‘superpowers’ whether in creativity, empathy, problem-solving, or perspective. 18. **Believe in Belonging for All.** Actively work to create settings where every individual not only fits in, but is valued, included, and empowered to thrive. Let these principles be your compass in creating a more inclusive, understanding, and empowering world for all.

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**YouTube Video Description | Inclusion Bites Podcast – Ep167: Step Into My Shoes with Rebecca Engle** Discover bold truths about neurodiversity and inclusive education in this in-depth episode of the Inclusion Bites Podcast, hosted by Joanne Lockwood. Special guest Rebecca Engle, autistic educator, author, and passionate advocate, shares her journey from childhood diagnosis to reshaping the landscape for neurodivergent students. Whether you’re an education professional, D&I leader, neurodivergent individual, or an ally, this episode offers practical strategies and heartfelt stories that advance understanding and real inclusion. --- ⏰ **Timestamps** 00:00 – Introduction & Welcome 02:21 – Rebecca’s Early Diagnosis and Experiences 04:24 – Navigating Mainstream Education as an Autistic Student 07:13 – Self-Perception vs. Societal Attitudes 09:28 – Overcoming Communication Barriers 13:40 – Insights from Teaching Neurodivergent Youth 16:24 – Techniques for Supporting Neurodivergent Learners 18:35 – Understanding & Managing Stimming 22:10 – Changes in Education and Support for Autism 25:14 – ABA, CBT, and Modern Interventions Explained 29:31 – Legal Protections: IEPs and Section 504 in the USA 32:13 – Improving True Inclusion in Schools 36:34 – Openness, Masking, and the Impact on Advocacy 39:19 – Rebecca’s Book “Step Into My Shoes” 42:53 – Preparing Neurodivergent Youth for Adulthood 48:25 – Closing Thoughts and Connect with Rebecca --- **Unlock the Power of Inclusion and Neurodiversity!** In this expertly guided conversation, Rebecca Engle details her lived experience as an autistic educator, shedding light on what it means to “step into the shoes” of neurodivergent individuals. Key topics include: - **Neurodiversity and Inclusive Education**: Learn why genuine inclusion matters in classrooms, workplaces, and daily life, with actionable tips for educators and business leaders. - **Personal Storytelling for Change**: Rebecca unveils her journey through misdiagnoses, masking, stimming, and how she turned adversity into superpowers for advocacy and student empowerment. - **Practical Classroom Strategies**: Explore how labelling, one-to-one coaching, phonetic learning, and embracing differences can create supportive, neurodivergent-friendly environments. - **ABA vs. CBT Explained**: Understand the critical differences between Applied Behaviour Analysis (ABA) and Cognitive Behavioural Therapy (CBT) in supporting autistic children—with a focus on dignity and self-advocacy. - **Policy Deep-Dive**: Demystify IEP (Individualised Education Plan) and Section 504 in the USA—vital for parents, SEND professionals, and school administrators. - **Combating Stereotypes**: Gain insights to challenge assumptions and promote a world in which neurodivergent voices are heard and valued. - **Rebecca’s Book “Step Into My Shoes”**: Find out how her work helps young readers and adults alike understand the journey of neurodivergent students. Perfect for teachers, SENCOs, HR managers, DEI practitioners, parents, and neurodivergent self-advocates seeking evidence-based approaches, empathy, and practical solutions. --- ✨ **Top Takeaways:** - Inclusive education benefits everyone—diverse perspectives create stronger teams and classrooms. - Neurodivergence isn’t meant to be masked; authenticity is key to lasting change. - Policies such as IEP and Section 504 provide crucial pathways for support. - Storytelling and openness break down stigma—be brave, be bold, be you. --- **👉 Like, subscribe, and join our movement for a more inclusive world! 🔗 Visit [seechangehappen.co.uk/inclusion-bites-listen](https://seechangehappen.co.uk/inclusion-bites-listen) for more resources, show notes, and ways to join the conversation. 📧 Got questions or want to be featured? Email jo.lockwood@seechangehappen.co.uk 📚 Find Rebecca Engle’s book “Step Into My Shoes” on Amazon! 🎧 Listen to more Inclusion Bites Podcast episodes for your inclusion toolkit.** --- **#InclusionBites #Neurodiversity #InclusiveEducation #AutismAcceptance #RebeccaEngle #JoanneLockwood #SEND #EducationPodcast #DiversityandInclusion #DisabilityAdvocacy #SeeChangeHappen #DEI** --- *Subscribe for more actionable insights, inspiring interviews, and to fuel your inclusion journey!*

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# Walking a Mile in Shoes That Don’t Fit: Understanding Neurodiversity in Our Schools and Workplaces Is inclusion only about bringing everyone into the room, or is it about ensuring each person truly feels they belong? As leaders, educators, and DEI practitioners, we often grapple with this question. For all our talk about inclusive cultures, the lived experience of neurodivergent individuals is still too often marked by misunderstanding, frustration, and a lack of meaningful adaptation. This week on the *Inclusion Bites Podcast*, I invited Rebecca Engle, a passionate special education teacher, author, and relentless advocate for neurodivergent students, to join me for a heartfelt conversation in episode 167, “Step Into My Shoes”. Rebecca’s journey is both sobering and inspiring—a powerful reminder that creating spaces where neurodivergent people are not just present but empowered remains an urgent task. --- ## Standing at the Intersection of Difference and Belonging In “Step Into My Shoes”, Rebecca and I explore what life is actually like traversing educational institutions—and later workplaces—when your brain is wired differently. Rebecca pulls back the curtain on her childhood, revealing the disparity between professional perceptions and lived reality. Diagnosed at a young age with a host of developmental differences (what would now be understood as autism), she describes how the greatest challenges often stemmed less from her own differences and more from how others responded to them. Our discussion resonates well beyond the SEN classroom. For HR professionals, Learning and Development leads, Talent teams and D&I strategists, Rebecca’s perspective provides profound insight into the long shadow cast by educational experiences. How disability and neurodiversity are misunderstood—or even actively masked—will ultimately shape not only someone’s life chances but also the future talent pool arriving at your door. --- ## Shifting the Lens: Rebecca’s Journey and What We Can Learn Rebecca’s narrative is compelling precisely because it is unfiltered. She shares openly about the sting of mislabelling, the struggle to access the right support, and the burden of “masking” her differences to survive. What struck me most was her blend of candour and deep professional insight—a rare combination that benefits anyone wanting to move beyond box-ticking towards genuine equity. Rebecca spoke movingly about: - The emotional toll of being “othered” and the crucial distinction between being “fixed” and being accepted. - The limitations of traditional approaches (like ABA therapy) that reward masking rather than self-advocacy. - Her passion for storytelling as a vehicle for both healing and education—her book, *Step Into My Shoes*, is a guide for children navigating neurodivergent identities. These aren’t theoretical debates. They are the daily realities for countless people in our classrooms, interview rooms, and boardrooms. --- # Practical Lessons for Inclusive Cultures Here are some practical takeaways from our conversation that you can bring into your professional and organisational practice: **1. See Beyond the Diagnosis—Champion Individuality Over Deficit** - Diagnostic labels—autism, dyslexia, sensory processing disorder—should be signposts, not stop signs. Focusing on the deficit serves no one; championing unique ways of thinking and problem-solving reaps rewards for teams and society alike. **2. Normalize Conversations About Neurodiversity (Don’t Shroud Them in Secrecy)** - If we make support contingent on secrecy, we perpetuate stigma. Rebecca described the absurdity of not being allowed to discuss her own neurodiversity in the classroom—something that persists into workplaces too. Open dialogue is crucial to building psychological safety. **3. Move Beyond Compliance—Rethink “Behavioural” Interventions** - Rebecca sharply critiqued the dominance of ABA-style interventions, which stress conformity over authenticity. Instead, she champions Cognitive Behavioural Therapy and trauma-informed support focused on genuine understanding and adaptive strategies, not simply teaching people to “fit in”. **4. Prioritise Agency and Self-Advocacy** - The real game-changer? Teaching neurodivergent individuals (of any age) how to articulate their needs and advocate for themselves. Rebecca’s own educational journey—and now her teaching—centres agency as the foundation for self-esteem and long-term success. **5. Make Inclusion a Whole-Classroom (and Whole-Workplace) Endeavour** - Don’t silo neurodiversity into SEN provisions or reasonable adjustments paperwork—embed it into the way you design meetings, recruitment processes, training sessions, and learning spaces. As Rebecca reminds us, children and adults alike thrive when their differences are recognised and celebrated, not “accommodated” grudgingly. --- ## Take a Moment: Step Into Their World Curious about the emotional texture of this conversation? Want to see the impact in action? Watch this one-minute audiogram—a window into Rebecca’s world and her honest reflections on what it means to stim, mask, and finally embrace her full self. This snippet captures the heart of why these conversations matter so deeply. [Click here to watch the audiogram](insert-video-link). --- ## Listen, Learn, and Share the Journey If you’re ready to dig deeper and arm yourself with richer insight into building cultures of belonging—especially for those seldom heard—don’t miss the full episode. Tune in here: [https://url.seech.uk/ibs167](https://url.seech.uk/ibs167) I urge you to share this with your HR colleagues, L&D professionals, and anyone working with teams. These aren’t only educational issues—they have ripples far into the workplace and leadership pipelines. Let Rebecca’s experience be the springboard for much-needed discussion, policy redrafting, and compassion in action. --- ## Where Do We Go from Here? I left our conversation with one overarching thought—what would our schools and workplaces look like if we stopped trying to make neurodivergent people fit our moulds, and instead remodelled our environments to welcome theirs? What small (but radical) change could you make this week to step into someone else’s shoes—not just in word, but in deed—and build a truly inclusive culture? --- Stay courageous, keep questioning, and let’s walk this path together—one step at a time. Until next time, **Joanne Lockwood** *Host of the Inclusion Bites Podcast* The Inclusive Culture Expert at SEE Change Happen --- Let’s get the conversation going—connect with me here: - [LinkedIn](https://www.linkedin.com/in/jolockwood/) - [YouTube](https://www.youtube.com/channel/UCyQ8PhzTPfZOBvCBzwCo-hg) - [TikTok](https://www.tiktok.com/@seechangehappen) - [Website](https://seechangehappen.co.uk) Interested in a bespoke session on neurodiversity, disability inclusion, or accessible culture for your organisation? Email me directly at jo.lockwood@seechangehappen.co.uk. --- Whose shoes will you step into today? [Listen to the full episode now](https://url.seech.uk/ibs167)

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**Stepping Into My Shoes: A Walk Through Belonging, Difference, and Real Inclusion** “Difference isn’t a flaw; it’s a fundamental ingredient of humanity. The real damage happens when the world insists that those differences must be hidden or denied just to fit in.” That’s not a line you’ll find in a children’s book or in some TED talk highlight; it’s a guiding belief that underpins everything I do—in classrooms, in advocacy, and in life. Recently, I had the opportunity to sit down with Joanne Lockwood for her Inclusion Bites Podcast—a series known for tearing away the surface-level gloss to reach the uncomfortable, transformative heart of inclusion. The hour Joanne and I spent together became both mirror and prism: reflections of my own journey intermingling with new shards of perspective, urgent questions, and hard-won truths. We waded into the realities of neurodivergence and special education with frankness I wish I’d discovered years ago. Here’s what stands out now, as I look back—not as a special education teacher speaking at a conference, but as an autistic person who’s spent a lifetime translating between worlds. --- **Why Our Stories Matter More Than Ever** It’s tempting to believe that the world has changed—that awareness is enough, that inclusion is now a policy bullet point rather than a lifelong struggle. My own experience, first as a neurodivergent student and now as a teacher, proves otherwise. Children like me once navigated invisible, unrelenting currents: misunderstood, underestimated, and so often required to contort themselves into neurotypical moulds simply to access school or friendship. I’ll never forget what it felt like to have my “difference” pointed out—by teachers, by classmates, sometimes by my own family—long before I ever understood it myself. That’s why conversations like the one I had with Joanne matter. This is not about awareness for its own sake. It’s about shifting paradigms—moving from survival to thriving, from “masking up” to stepping fully, unapologetically, into the centre of the room. --- **The Podcast, The Host, and the Community** Inclusion Bites, hosted by Joanne Lockwood, isn’t just another diversity podcast. Joanne is a trailblazer in inclusive leadership and founder of SEE Change Happen—a consultancy transforming workplaces and lives across the UK. A recognised thought leader, Joanne takes on the establishment with a warmth and candour that brings both guests and listeners into a shared mission. As of today, more than [INSERT_VIEW_COUNT] people have already watched our interview on YouTube, with many more tuning in via Spotify and Apple Podcasts. That reach is powerful, but I’m far more interested in the ripples of real conversation that follow. If this conversation sparks something for you—questions, pushback, or agreement—I’d love to hear your thoughts in the comments below. I read every one. --- **From Diagnosis to Self-Understanding: The Long Road to Acceptance** It’s still hard to articulate the strange sense of isolation that comes from being “different” but unable to name it. I was a three-year-old with a list of developmental diagnoses so long that only the DSM could make sense of them—a cluster of disorders that would now all fall under “autism” in today’s terminology. I spent my early school years in self-contained classrooms, then transitioned into the mainstream system where the real barrage began: manipulation, bullying, teachers who didn’t (or wouldn’t) understand. What strikes me when I reflect on those years is not just the struggle, but the persistent sense that the problem was always me. Joanne cut to the heart of it by asking, “Were you ever bothered by your difference, or was it everyone else’s reaction?” If you want the honest answer, it was never about my own discomfort with myself—it was always about other people’s discomfort with me. For so many neurodivergent children, the moment of “diagnosis” isn’t relief, it’s weaponisation. Either you become a project in need of fixing, or you’re a disruption, a problem to be managed. What took far longer to arrive was honest self-understanding—and the belief that difference should be honoured rather than overcome. --- **Language, Communication, and the Hidden Curriculum** Of all the hurdles I’ve faced, none has been thornier or more persistent than communication—not just the ability to speak or comprehend, but the endless, exhausting work of translating between neurodivergent and neurotypical social codes. I was non-verbal at four; by five, I could muster 22 words. Listening, processing, and responding was a kind of cognitive circuit-training—one I’m still doing today. Even now, I’m told my way of speaking is “too direct”, “aggressive”, or simply “so Becca”. Most people don’t realise how much this performance takes behind the scenes—how much every interaction requires internal decoding and recalibration. Joanne offered an astute parallel: “It’s like coming from a different language or culture—you need guides and cues just to translate basic expectations.” For years, I did exactly that—learning to mask, seeking scripts, and relying on friends (or even, in adulthood, my boyfriend) to explain what was “normal” or what I’d missed. What’s not spoken enough is the exhaustion of living this double-life: performing neurotypical behaviours for comfort and validation, while hiding my real self. I see the same struggle in so many of my students—and the rare relief they experience when environments finally prioritise understanding over correction. --- **The True Cost of Masking and the Power of Stimming** There’s a persistent myth that autistic behaviour—especially visible stimming—is something to be managed, hidden, or, at best, indulged in private. Whether it was my arm-flapping as a child or the endless finger-tapping and fidgeting that persists today, stimming is simply how I process and regulate the barrage of sensations, anxiety, or loneliness that the world throws my way. When I discussed this with Joanne, the exchange took on a rare ease: “I stim more when I’m lonely, or when stress is overwhelming,” I explained. Joanne didn’t just accept this—she related, describing his own tendencies to fidget, draw, or tap. “I can’t stop it—even if people around me get annoyed.” What we’re really discussing is self-regulation, not disruption. The more workplaces, classrooms, and social spaces create room for these coping mechanisms without shame or penalty, the closer we get to genuine inclusion. Masking my behaviour only suspends relief and deepens shame. All true progress for neurodivergent people requires a relentless commitment to authenticity—and a willingness to challenge deeply held discomforts about difference. --- **Modern Education: Progress, Pitfalls, and the Politics of Support** We’re living in a time of both unprecedented awareness and infuriating inertia. Our educational systems parade inclusion as a virtue, with Individualised Education Plans (IEPs) and Section 504 protections as legal scaffolding. But as I’ve witnessed on the front lines, these policies are only as effective as the adults charged with implementing them. “Yes, things are better—but still not good enough,” I told Joanne. Inclusion in American schools often translates to “placement” rather than integration—a kind of exposure therapy that throws neurodivergent children into general education settings and expects them to adapt or simply survive. The underlying message is that difference is only tolerated so long as it does not disrupt the neurotypical majority. Children are expected to mask, suppress, and “behave” before real belonging becomes an option. The recent backlash against diversity, equity, and inclusion initiatives further demonstrates the fragility of progress. While DEI policies slowly extend to encompass disability and neurodiversity, too often they focus solely on race or ethnicity, leaving children (and adults) with hidden differences still fighting for basic acceptance. And the problem doesn’t end in education. Beyond school, support systems fall away. Relief can feel entirely conditional—dependent on a formal diagnosis, on the advocacy of family, or the quirks of geography and local policy. The transition to adulthood, employment, and wider society is fraught with barriers that few neurotypical people even perceive. --- **Rethinking “Good Behaviour”: Why Cognitive Behavioural Therapy Belongs in Place of ABA** One of the most disturbing remnants of special education’s history is our reliance on behaviourism—rigid reward-punish models that incentivise “compliance” rather than promote genuine understanding. American schools still lean heavily on approaches like Applied Behavioural Analysis (ABA)—a model predicated on animal-training logic: “Do what I want, get a cookie.” The insidious message is that emotional regulation, stimming, or other neurodivergent traits are not valid responses, but bad habits needing eradication. Joanne pressed me on this point: “Is the goal simply to teach children to mask—to get the reward for being less themselves?” Precisely. I see every day how this approach teaches children to perform for validation while internalising the belief that their natural responses are faulty. That’s why I advocate for a pivot to Cognitive Behavioural Therapy (CBT)—which radically shifts the focus. Rather than simply extinguishing behaviour for approval, CBT equips children (and adults) to understand themselves, communicate needs, and adapt without surrendering their identity. “CBT teaches what behaviours are genuinely wrongful—like harming someone—and builds positive strategies for emotional regulation,” I told Joanne. “It’s a toolkit for life, not a set of levers for mere compliance.” --- **Building Real Inclusion: Visibility, Language, and the Right to Self-Advocacy** So how do we move the needle from superficial inclusion to deep, structural belonging? I believe it starts with normalising difference—at every age, in every space. Far too many educational environments still treat neurodiversity as a shameful secret. Children are routinely discouraged from discussing their diagnoses or asking for support, under the dubious rationale that “maintaining privacy” protects them from bullying or stigma. The result is exactly the opposite: children absorb the message that something is wrong with them, that accommodation is a private failure, not a communal responsibility. “Equity isn’t possible if we can’t talk openly about needs,” Joanne noted. “How can friends or peers understand you—let alone support you—if your basic reality is denied?” In my own classroom, I make explicit room for these conversations. I share my story, my IEP, and my experiences as openly as possible. I encourage students to name their needs and to see difference as a strength. My philosophy is simple: every person has a right to their experience—and to the tools, language, and community needed to navigate it authentically. --- **Between Classroom and World: The Challenge of Preparing for Adulthood** For neurodivergent children, school is often the first arena where difference becomes visible—and, all too often, pathologised. Yet my real concern is what happens after the school bell rings for the last time. Too few support systems exist for neurodivergent students transitioning into adulthood, higher education, or the workplace. Even with accommodations, the burden of advocacy remains almost entirely on the individual. Late diagnosis—something that is still alarmingly common—can be both liberating and devastating; only with the right label do many of us finally gain access to necessary help. But real support requires a culture shift. Employers must not only tolerate difference but actively welcome it. “Quiet rooms” and flexible routines are a start, but the true test is whether neurodivergent adults can show up as themselves—without the constant pressure to edit, perform, or apologise. --- **Creativity, Coping, and the Hidden Wisdom of Neurodivergence** One overlooked truth about neurodivergent experience is the deep well of creativity and adaptability it produces. My lifelong habits of stimming, drawing, or crafting—those things that once set me apart in damaging ways—have also equipped me with unique strengths. Knitting, writing, and poetry are more than hobbies; they are forms of self-regulation, expression, and connection. When I teach or write children’s books, like *Step Into My Shoes*, I do so with a determination to make the full spectrum of difference visible to children who still feel hidden or alone. These outlets are not escapes from reality—they are how I engage, process, and contribute. Creative pursuits can (and should) be central to any strategy of inclusion, providing both sanctuary and platform for voices that might otherwise be ignored. --- **Belonging as a Radical Act—And a Lifelong Journey** When I pause to take stock, the heart of the matter comes down to belonging. Not the paper-thin belonging of surface-level diversity drives or the fleeting inclusion of awareness weeks, but the radical, messy, liberating reality of being welcomed—unmasked, unremarked upon—for everything I am. Joanne’s questions urged me to articulate what I wish everyone knew: inclusion is not about eliminating difference, nor is it about pretending difficulties do not exist. It’s about owning the full humanity of each person, building systems and cultures that flex around need, and refusing to be satisfied until thriving—not masking—becomes the norm. I know the path is long. We are only just beginning to diagnose and embrace the real depth of neurodivergence. But my faith is rooted in the candid, sometimes uncomfortable, always honest conversations that brave leaders like Joanne champion, and that I now try to model for my own students. My hope? That every child, every adult, and every workplace has the freedom to step into their own shoes—secure that they won’t be asked to trade them in just to walk through the door. If you’re still reading, if you’ve ever felt unseen, or if you recognise a piece of your own story here—please share your thoughts below. This is how we change things: together, one honest conversation at a time.

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