This is my letter of intent. What do you think?

Statement of Intent
 
My studies will investigate how to create psychologically safe and neuroaffirming environments for neurodivergent students, parents, educators, and professionals. I will emphasize fostering self-advocacy and inclusivity within schools and educational organizations. My studies will be rooted in Universal Design principles and Critical Disability Studies. My work will aim to identify, evaluate, and sustain best practices that promote equitable participation for neurodivergent individuals across decision-making processes. It will aim to examine environments for factors that might cause neurodivergent people to feel they are not psychologically safe.
 
Primary questions that may guide this inquiry are: What conditions and practices encourage psychological safety for neurodivergent students, parents, and educators in settings such as classrooms, school meetings, and professional development events? How can Universal Design principles be applied to develop flexible, accessible, and supportive environments that accommodate diverse sensory, cognitive, and communication needs? In what ways can nonprofit organizations and higher education institutions revise policies, organizational cultures, and resources to validate a wide range of neurodivergent experiences without framing them as deficits? How can self-advocacy be supported as a fundamental skill—enabling neurodivergent individuals to articulate their needs, access accommodations, and participate as equal partners in educational design? How can those in positions of authority be taught to embrace self-advocacy as a necessary tool for creating equity and neuroaffirming environments?
 
Methodologically, my studies will combine theoretical analysis with participatory and action-oriented approaches. Utilizing Universal Design for Learning, inclusive design frameworks, and accessible communication practices where appropriate, I will examine policy documents, organizational guidelines, and classroom cultures to identify barriers and opportunities. Critical Disability Studies will inform a critique of medicalized narratives that pathologize neurodivergence, emphasizing instead the social, structural, and environmental factors that influence well-being and participation. The project will also include interviews, focus groups, and collaborative design sessions with neurodivergent students, parents and educators, maintaining ethical, trauma-informed, and reflective research practices.
 
A key objective is to translate insights into actionable strategies for policymakers, educators, and nonprofit leaders. These strategies include: (1) design templates and checklists to operationalize Universal Design in meetings, classrooms, and parent-teacher events; (2) professional development resources focused on neurodiversity, self-advocacy, and accommodation practices; (3) governance and advocacy recommendations for higher education institutions and NGOs to foster neuroaffirming organizational cultures; and (4) community resource hubs that prioritize accessibility, peer support, and cross-sector collaboration.
 
My studies will aim to shift the dominant narrative from deficit-based models toward strengths-based, rights-based approaches that recognize neurodivergence as a form of diversity. I plan to move my career into post-secondary education and nonprofit advocacy, to influence broader policy, pedagogical practices, and organizational cultures to support lasting, inclusive change. Ultimately, I seek to promote a future in which neurodivergent students, parents, and educators are active collaborators in designing environments that are not only accessible but also truly affirming.