Frequently Asked Questions

Neurodivergence describes natural variations in how people think, process information, regulate attention, communicate, and experience the world. It includes identities and profiles such as autism, ADHD, dyslexia, dyspraxia, Tourette syndrome, and other neurological differences.

The term does not define people by deficit or deviation. It names difference. Some environments are built with only one kind of mind in mind. When that happens, friction is often structural rather than personal. My work starts from the assumption that neurological difference is valid and that environments can be adjusted, chosen, or navigated accordingly.

Neurodiversity recognizes that there is no single correct way to have a brain. People differ in how they think, learn, communicate, regulate attention, and move through the world. Those differences are part of human variation, not a hierarchy of worth.

I do not use terms such as “high functioning” or “low functioning.” Those labels are imprecise and often misleading. Most neurodivergent people have a complex pattern of strengths and support needs. Some support needs and strengths are visible, some are not. Support needs may shift across environments and over time.

A neurodiversity-affirming stance does not minimize the reality of disability or the need for support. It rejects deficit-based shorthand and instead looks carefully at what a particular person needs in order to be understood, challenged appropriately, and supported with dignity.

That perspective informs how I approach placement, advocacy, and coaching.

Services include school placement strategy, special education advocacy, neurodiversity-informed coaching, and training.

School placement and advocacy work may involve program research and comparison, IEP preparation and meeting strategy, admissions guidance, participation in school visits, and coordination with clinicians or districts.

Neurodiversity coaching is typically structured as a defined package of sessions organized around specific goals, such as executive functioning, self-advocacy, transition planning, or workplace navigation.

Training and professional development sessions are available for schools and organizations. Fees vary based on scope and format.

Work begins with a complimentary 15-minute inquiry call. The purpose of this conversation is to understand the situation at a high level, clarify what is being sought, and determine whether the engagement is an appropriate fit. It is not a strategy session.

If it makes sense to move forward, a one-hour strategy consultation is scheduled. That session is paid and structured. During that time, goals are clarified, relevant information is reviewed, and a clear path forward is outlined.

Complex educational decisions require context, documentation, and careful analysis. A structured strategy consultation ensures that recommendations are informed rather than reactive. It allows time to review evaluations, IEPs, admissions considerations, or placement constraints before offering guidance.

In some cases, the work concludes after that session. In others, it evolves into a clearly defined engagement.

I value accessibility, clarity, and direct communication. I see my role as a partner and collaborator, not as someone who takes over. Families and individuals bring deep knowledge of their own experiences. I bring institutional insight and strategy. The work happens in that intersection.

I practice from a neurodiversity-affirming lens and I also have ADHD. That lived experience shapes how I think about cognitive load, executive functioning, and how easily systems can become overwhelming when expectations are unclear. I am attentive to structure, pacing, and language. I want the process to feel steady and comprehensible, even when the decisions themselves are complex.

When our work is finished, you should feel clearer about your options and more grounded in how to move forward.

The best place to start is by scheduling a complimentary 15-minute inquiry call. This allows us to briefly discuss your situation and determine whether working together makes sense.

You may also use the contact form on this site. I respond to inquiries within 1–2 business days.