Design respectful, neurodiversity-affirming social and self-advocacy instruction that teaches genuinely useful skills and self-determination without forcing masking or neurotypical conformity, and that generalizes to real settings.
## CONTEXT Social skills instruction has a troubled history in special education. Too often it has meant training neurodivergent students to suppress their natural ways of being and perform neurotypical scripts, which research and self-advocates link to masking, burnout, and harm. At the same time, students genuinely…
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