Episode Details

What if the way we've been supporting autistic students is missing the mark? In this groundbreaking episode, Jayson sits down with Kieran Rose—autistic advocate, researcher, and author—to tackle the tough questions school-based OT practitioners submitted about autism, masking, stimming, and neurodiversity-affirming practice.

This isn't your typical autism training. Kieran challenges core assumptions about behavioral interventions, handwriting goals, conformity in classrooms, and what "support" really means for autistic students. You'll hear why masking isn't just "acting neurotypical for a bit," how monotropic attention changes everything about learning, and why occupational therapy is uniquely positioned as the most important profession for autistic people—if we return to our justice roots.

Jayson and Kieran also discuss the moral injury many school-based OTs feel when trapped between what they know students need and what the system allows, the problem with ABA's grip on schools, and practical ways to create "islands of safety" even within flawed systems.

This episode tackles the hard questions. Kieran doesn't offer quick fixes — but does offer frameworks, permission to rethink your goals, and the reminder that holding space for one hour a week might save a life.

Listen if: You've ever felt trapped between what a student needs and what the system demands.

Listen now to learn the following objectives:

• Learners will understand the difference between impression management (context switching) and masking (chronic identity management driven by stigma and lack of safety), and describe its impact on autistic students' long-term mental and physical health outcomes.
  
  
• Learners will understand how masking can impact autistic students' long-term mental and physical health outcomes.
  
  
• Learners will understand the concept of monotropism and how deep, focused attention can make frequent school transitions difficult for autistic students.
  
  
• Learners will identify common school-based demands that may unintentionally prioritize conformity over meaningful participation, such as forced eye contact, suppressing stimming, sitting still, or handwriting expectations.

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