From Stimming to Self-Advocacy

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.

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 childrens 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.

Published: 17.07.2025 Recorded: 10.03.2025 Duration: 0:50:24

• AI Extracts and Interpretations
• The Inclusion Bites Podcast #167: Step Into My Shoes
• Other Links
• SEE Change Happen: The Inclusive Culture Experts — seechangehappen.co.uk
• Inclusion Bites Podcast on YouTube

Clips and Timestamps

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 [00:02:57 → 00:03:12]

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 [00:04:13 → 00:04:24]

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 [00:04:38 → 00:04:46]

Understanding Neurodiversity: “figuring out the mind of people who aren’t neurodivergent is something that I struggle with”
— Rebecca Engle [00:12:28 → 00:12:35]

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 [00:23:16 → 00:23:38]

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 [00:24:30 → 00:24:42]

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 [00:28:44 → 00:28:51]

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 [00:30:35 → 00:31:31]

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 [00:32:22 → 00:32:34]

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.”
— Rebecca Engle [00:33:16 → 00:33:25]

Definition of Terms Used

What is Stimming?

• Definition: Stimming, short for self-stimulatory behaviour, refers to repetitive physical movements or noises, such as hand-flapping, rocking, or finger-tapping, commonly used by autistic and neurodivergent individuals to self-regulate sensory input and manage anxiety or excitement.
• Relevance: Recognising stimming is crucial in understanding how autistic people engage in self-regulation and express themselves, often as a response to sensory overload or stress.
• Examples: Hand-flapping when excited; tapping fingers rhythmically; rocking back and forth; nail-biting or drawing repetitive patterns.
• Related Terms: Self-regulation, Sensory Processing, Autistic Traits, Neurodivergence
• Common Misconceptions: Many believe stimming is always disruptive or undesirable, when in fact it can be a healthy coping mechanism. Suppressing stimming can cause distress or increased anxiety for the individual.

What is an Individualised Education Plan (IEP)?

• Definition: An Individualised Education Plan (IEP) is a legally-mandated document in the United States, outlining tailored educational goals, support, and accommodations for pupils with disabilities or special educational needs.
• Relevance: IEPs are essential in ensuring that neurodivergent students, such as those with autism, dyslexia, or developmental disorders, receive the specific educational support necessary for meaningful access to learning.
• Examples: A pupil with reading difficulties might have their assignments modified to suit their reading level; receiving speech therapy or extra test time as stipulated in their IEP.
• Related Terms: Special Educational Needs (SEN), 504 Plan, Educational Accommodation, Legal Entitlement
• Common Misconceptions: Some assume an IEP guarantees the same support in all educational systems or countries. However, its implementation, criteria, and legal rights can vary significantly.

What is Positive Behavioural Intervention and Supports (PBIS)?

• Definition: Positive Behavioural Intervention and Supports (PBIS) is a framework used in schools to encourage desirable classroom behaviours through reward-based systems and structured support, often focusing on reinforcing compliance and conformity to neurotypical norms.
• Relevance: PBIS is widely implemented with neurodivergent pupils, particularly autistic children, to manage behaviours that may be misunderstood or stigmatised in mainstream education.
• Examples: Rewarding a child for suppressing stimming or remaining quiet with tokens, stickers, or treats; “here’s a cookie” for not fidgeting during a lesson.
• Related Terms: Applied Behaviour Analysis (ABA), Behavioural Modification, Neurotypical Norms, Classroom Management
• Common Misconceptions: It is often wrongly believed that PBIS fosters genuine self-regulation; critics argue it can reinforce masking and may overlook the neurological basis for certain behaviours.

What is Masking?

• Definition: Masking refers to the conscious or unconscious suppression or camouflage of neurodivergent traits and behaviours, such as stimming or direct communication, in order to conform to neurotypical societal norms and avoid negative attention.
• Relevance: Masking is a common survival strategy among autistic people and other neurodivergent individuals, but it can lead to significant emotional exhaustion, anxiety, and identity confusion over time.
• Examples: Forcing oneself to make eye contact; suppressing the urge to stim in public; rehearsing socially “appropriate” responses even when they feel unnatural.
• Related Terms: Social Camouflage, Neuroconformity, Passing, Burnout
• Common Misconceptions: Masking is sometimes mistaken for “outgrowing” autism or a sign of high-functioning ability, when in reality it often hides underlying difficulties and can cause long-term psychological harm.

What is Cognitive Behavioural Therapy (CBT)?

• Definition: Cognitive Behavioural Therapy (CBT) is a structured, evidence-based talking therapy used to identify and challenge unhelpful thought patterns and behaviours, supporting individuals to develop healthier strategies for emotional and behavioural management.
• Relevance: CBT is increasingly advocated as a humane alternative to behaviour-modification approaches, such as Applied Behaviour Analysis (ABA), for supporting neurodivergent people, as it focuses on understanding and respecting the underlying causes of behaviours rather than suppressing them.
• Examples: Helping a pupil develop strategies for coping with anxiety rather than rewarding them for not stimming; working through experiences of sensory overload and developing self-advocacy skills.
• Related Terms: Talking Therapy, ABA, Emotional Regulation, Person-centred Support
• Common Misconceptions: CBT is sometimes confused with general behaviour management or is misapplied without proper understanding of neurodivergence; it should be delivered by trained therapists with expertise in neurodiversity.

Episode FAQ: Key Terms from Inclusion Bites Podcast – Step Into My Shoes

• What is Stimming? Stimming is repetitive or rhythmic self-stimulatory behaviour, such as hand-flapping or nail-biting, often used by autistic and neurodivergent people for self-regulation and stress relief.
• What is an Individualised Education Plan (IEP)? An IEP is a legal document in US education providing personalised goals, support, and accommodations for pupils with disabilities or special educational needs.
• What is Positive Behavioural Intervention and Supports (PBIS)? PBIS is a school-based system rewarding preferred behaviours, commonly used in managing conduct among neurodivergent pupils, but sometimes criticised for encouraging masking.
• What is Masking? Masking is the concealment or suppression of neurodivergent traits to blend in with neurotypical expectations, often at personal cost to well-being.
• What is Cognitive Behavioural Therapy (CBT)? CBT is a structured therapeutic approach assisting individuals to modify unhelpful thoughts and behaviours, with growing application as a respectful intervention for neurodivergent populations.

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Brought to you by your host

Joanne Lockwood SEE Change Happen

A huge thank you to our wonderful guest

Rebecca Engle Stitches and Stanzas

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