As our understanding of neurodiversity deepens, so should our approach to writing IEPs. Traditional Individualized Education Programs (IEPs) often focus heavily on what a student “can’t” do or what needs to be “fixed.” But that approach doesn’t align with the values of neuro-affirming education, which seeks to honor, support, and empower students as they are—not mold them into someone they’re not.
So what does it mean to write a neuro-affirming IEP—and how do you do it while still meeting compliance requirements and student needs? Let’s break it down.
What Is a Neuro-Affirming IEP?
A neuro-affirming IEP is an individualized education plan that recognizes and respects neurological differences as natural variations of the human experience. It avoids pathologizing traits commonly associated with conditions like autism, ADHD, dyslexia, dyspraxia, and other neurodivergent profiles. Instead of focusing solely on deficits, a neuro-affirming IEP highlights strengths, honors sensory and communication preferences, and aims to create supportive environments rather than demanding constant conformity.
Neuro-affirming IEPs shift the goal from “fixing” to “supporting.”
This doesn’t mean ignoring challenges. Instead, it means addressing barriers in ways that preserve a child’s dignity and autonomy. It also means avoiding language that frames students as broken or deviant. A neuro-affirming IEP isn’t just a document—it’s a mindset.
Why It Matters
Neuro-affirming IEPs can make a profound difference in the lives of neurodivergent students. When students feel seen, respected, and supported—not pathologized—they are more likely to build trust with educators, engage in learning, and develop a positive sense of self.
Traditional IEP language can unintentionally damage self-esteem, particularly when it focuses on deficits or compliance-based goals. For example, repeated references to a student’s “lack of eye contact,” “noncompliance,” or “inappropriate behavior” often miss the bigger picture of communication differences, sensory needs, or nervous system responses.
By reframing our language and goals, we can foster a more inclusive and effective educational experience.
Key Elements of a Neuro-Affirming IEP
1. Use Strength-Based Language
Start with what the student does well. Highlight skills, interests, and motivators in the Present Levels section. This helps frame the entire IEP through a positive, affirming lens.
Instead of:
“Liam struggles with maintaining attention during class activities.”
Try:
“Liam demonstrates high levels of focus when engaged with hands-on learning or preferred topics such as engineering and mechanics.”
2. Acknowledge Communication Diversity
Respect all forms of communication—spoken, signed, typed, gestured, or through AAC. Communication goals should never aim to replace a student’s preferred or most effective method, but rather support them in building confidence and competence in their chosen method(s).
Instead of:
“Goal: Student will increase verbal output to communicate wants and needs.”
Try:
“Goal: Student will use their preferred method of communication to express wants, needs, and ideas across settings with increasing independence.”
3. Avoid Compliance-Focused Goals
Goals rooted in obedience or compliance can be harmful. Instead, aim for goals that build regulation, autonomy, and social understanding without forcing conformity.
Instead of:
“Student will sit quietly during group lessons for 20 minutes without interruption.”
Try:
“Student will access and use available self-regulation tools and strategies during group lessons to support their participation and engagement.”
4. Center Sensory Needs and Accommodations
Include sensory accommodations directly in the IEP, not just in the 504 plan or classroom routines. Acknowledge that sensory needs are not distractions or disruptions—they’re valid experiences that impact learning.
Example:
“Student will have access to noise-canceling headphones, movement breaks, and dim lighting options to support sensory regulation throughout the day.”
5. Collaborate with the Student and Family
Whenever possible, include student voice. What do they enjoy? What do they want from school? What helps them feel safe and understood? Build goals that are meaningful to them, not just the team.
Involve families as equal partners and acknowledge their expertise. Neuro-affirming IEPs often come to life most effectively when schools truly listen to parents and caregivers.
6. Frame Behaviors as Communication
Instead of labeling behaviors as “inappropriate,” seek to understand what they’re communicating. Replace deficit-based language with language that reflects unmet needs or communication differences.
Instead of:
“Student exhibits defiant behavior when asked to complete tasks.”
Try:
“Student may refuse tasks when overwhelmed or dysregulated; additional supports are needed to promote task initiation and emotional regulation.”
7. Focus on Environmental Adaptations
Sometimes, the issue isn’t the student—it’s the environment. Make sure the IEP includes supports that reduce barriers and increase accessibility.
Example:
“Provide visual schedules, predictable routines, and pre-teaching of changes in schedule to reduce anxiety and increase student independence.”
Practical Tips for Writing Neuro-Affirming IEPs
Push back against outdated norms or pressure to write goals based on conformity alone. You can write IEPs that are both legally compliant and human-centered.
Re-read your draft through a neurodiversity-affirming lens. Does the language sound respectful? Are the goals student-centered and autonomy-supporting?
Avoid buzzwords like “appropriate,” “normal,” or “typical” unless they’re clearly defined and relevant.
Ask: Would I want this written about my child?
Incorporate student interests into academic and functional goals whenever possible.
Are You Honoring Your Student?
Writing a neuro-affirming IEP doesn’t require you to overhaul your entire process—it just asks you to pause and reflect. Are you honoring the student in front of you? Are you building a document that supports, not suppresses?
Neuro-affirming IEPs help educators move from a model of “fixing” to one of “empowering.” They acknowledge the full humanity of neurodivergent learners and offer a more compassionate, inclusive, and effective approach to special education.
In the end, it’s not just about better paperwork. It’s about better partnerships. Better support. And better outcomes for the students who need us to believe in their strengths just as much as we understand their needs.
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