Stimpunks Foundation sponsors and employs neurodivergent and disabled creators and amplifies their work to our clients and throughout society. We exist for the direct support and mutual aid of neurodivergent and disabled people.

We complement mutual aid to creators with learning spaces for creators. Stimpunks Foundation serves neurodivergent and disabled people unserved by public and private schools. Via equity, access, empathy, and inclusivity, we build community learning space respectful of all types of bodyminds.

We pursue passion-based, human-centered learning compatible with neurodiversity and the social model of disability. We create paths to equity and access for our learners. We create Cavendish space of peer respite and collaborative niche construction where we can find relief from an intense world designed against us.

Our research initiative focuses on the sweet spot of digital sociology, neurodiversity studies, disability studies, and syncretism, in the open. We want to improve the scientific experience for the disabled and the neurodivergent by restoring the humanities. We want to bring voice into empirical constructs and translate voice into academic comprehension.

We also help businesses and organizations increase their knowledge and practice of Diversity, Equity, and Inclusion (DEI) by analyzing company practices and coaching leaders to dismantle ableism in their spaces. According to the Harvard Business Review, “There are more than one billion people worldwide – around 15% of the population – living with a disability. As workers, they can ease talent shortages and add to the organizational diversity that drives better decision-making and innovation.” Neurodiversity-friendly forms of collaboration hold the potential to transform pathologically competitive and toxic teams and cultures into highly collaborative teams and larger cultural units that work together easier and with more success.

Our additional services include digital and physical accessibility audits, sensitivity reads, and other offerings that focus on increasing DEI in the workplace. Client services are how we live our mission to employ neurodivergent and disabled people as well as how we raise capital for grantmaking.

When learning is allowed to be project, problem, and passion driven, then children learn because of their terroir, not disengage in spite of it. When we recognize biodiversity in our schools as healthy, then we increase the likelihood that our ecosystems will thrive.

To be contributors to educating children to live in a world that is increasingly challenging to negotiate, schools must be ​conceptualized as ecological communities, spaces for learning with the potential to embody all of the concepts of the ecosystem – interactivity, biodiversity, connections, adaptability, succession, and balance. 

Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools

Creating paths to equity and access for all children remains the grand challenge of public education in America.

Equity provides resources so that educators can see all our children’s strengths. Access provides our children with the chance to show us who they are and what they can do. Empathy allows us to see children as children, even teens who may face all the challenges that poverty and other risk factors create. Inclusivity creates a welcoming culture of care so that no one feels outside the community.

Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools

Sadly though, the social, political, and economic narrative of schooling in the past has been grounded in a “soft eugenics” belief that while some children have the capacity to become whatever they choose to be in life, others do not. This plays out in the decisions that educators make, often based on decontextualized data and confirmation biases that stem from immersion in traditions of education that did the same to us. Even if lip service is given to words such as equity, accessibility, inclusivity, empathy, cultural responsiveness, and connected relationships, schooling today is still far more likely to support practices from the past that have created school cultures in which none ​of those words define who educators really are, no matter what they aspire to be.

Consider how the “habitable world” concept developed by Rosemarie Garland‐Thomson, Emory University researcher and professor, sits at the core of the philosophy of educators who developed and now sustain the structures and processes of schooling that impact young people such as Kolion (Garland‐Thomson 2017b). Garland‐Thomson views public, political, and organizational philosophy as representative of one of “two forms of world‐building, inclusive and eugenic” (Garland‐Thomson 2017a). Unfortunately, often it’s the soft educational eugenics philosophy that is most often expressed in practice, if not in words, across the nation’s schools rather than the creation of habitable worlds that are inclusive of all learners.

If we want our schools to be learning ​spaces that reveal the strengths of children to us, we have to create a bandwidth of opportunities that do so. That means making decisions differently, decisions driven from values that support equity, accessibility, inclusivity, empathy, cultural responsiveness, and connected relationships inside the ecosystem. Those are the words representative of habitable worlds, not words such as sort, select, remediate, suspend, or fail.

Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools

At Stimpunks, we choose the margin, because design is tested at the edges. HRP likewise designs for those of us at the margins. That’s because they have joined us at the edges. They show up. They listen. They integrate. They practice good allyship.

This is exemplified throughout their work, including the implementation of the Conference to Restore Humanity, a conference model for the future compatible with us Stimpunks like no other. No one else includes us like HRP.

Conference to Restore Humanity! is an annual, designed-for-virtual conference centering progressive education, social justice, and preserving the humanity of classrooms. We strive to bring together the radicals reimagining their classroom spaces and demanding for a just future.

Conference to Restore Humanity

Reframing is a big part of our advocacy. Reframing ourselves and others is hard and important work necessary to all other work.

“The long-term well-being and empowerment of Autistics and members of other neurocognitive minority groups hinges upon our ability to create a paradigm shift – a shift from the pathology paradigm to the neurodiversity paradigm.”

Dr. Nick Walker

HRP helps create this paradigm shift with their handbooks and why sheets. HRP’s materials help us reframe people as we journey through our systems.

Finding HRP was like finding an oasis. They understand, and they help.

Kristina Brooke Daniele is a Black, queer, neurodivergent homeschooling mom, educator, wife, and author of two books, (Civil Rights Then and Now and i wandered, lost: poems). Kristina has worked as an educator in some capacity for over 15 years- first as a classroom teacher, then as a homeschooling teacher, and currently, as an education consultant. She is passionate about collaborative projects centering on creating and maintaining safe-spaces for those who have for too long been pushed aside. During her time at Automattic, Kristina spearheaded the creation of the Employee Resource Group, Cocoamattic for Black employees at the company.

Kristina enjoys reading speculative fiction, write tales of romance, build homes and design apartments in The Sims 4, peacefully commune with ancient lands in Age of Empires, dabble in various arts and crafts, and spend time with her family.

• CONFERENCE TO RESTORE HUMANITY! 2022: SYSTEM REBOOT TRACK 3/4 DIY AT THE EDGES Surviving the Bipartisanship of Behaviorism by Rolling Our Own July 25 – 28
• Naked Words Podcast: How Black Writers are Changing the Stories Told About Us
• Anti-Racism Resources from The iBelieve Foundation
• Misogynoir Nearly Killed Meghan Markle by Mo
• Under the Mango Tree Black Girl Magic Chat
• Black History Month Reading List from Mango Publishing
• Get Drunk, Get Woke: Cancel Culture
• The Rashad Mills Show w/ Kristina Brooke Daniele
• Black Heroes Of The American Revolution Activities And Lesson Plan
• All About Kwanzaa For Kids
• Civil Rights Supreme Court Cases Every Child Should Know
• Learn About Juneteenth For Kids: A Celebration Of Freedom
• 10 Black Women Pioneers To Know For Black History Month
• Sukey And The Mermaid Lesson Plan and Activities
• Ray Charles By Sharon Bell Mathis – Lesson Plan And Worksheets
• Anansi The Spider Lesson Plan And Activities
• The People Could Fly Lesson Plan
• Mufaro’s Beautiful Daughters Lesson Plan and Activities
•  Wrinkle In Time Reading Comprehension Worksheets

Friendly reminder that neurodivergent is an umbrella term that is inclusive and not exclusive – this means mental illnesses are considered neurodivergent.
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A few things: ⁣
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Neurodivergent is an umbrella term for anyone who has a mind or brain that diverges from what is seen as typical or normal. ⁣
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Neurodivergent is a term created by Kassiane Asasumasu, a biracial, multiply neurodivergent activist. Neurodiversity is a different term created by Judy Singer, an autistic sociologist.⁣
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Neurodivergent doesn’t just refer to neurological conditions, this is an inaccurate idea based on the prefix of neuro.⁣
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Identifying as neurodivergent is up to the individual and we don’t gatekeep or enforce the term. ⁣

Sonny Jane Wise (@livedexperienceeducator)

Requiring diagnosis was counter to trans liberation and acceptance. The exact same is true of Autism.

Dr. Devon Price

Self diagnosis is not just “valid” — it is liberatory. When we define our community ourselves and wrest our right to self-definition back from the systems that painted us as abnormal and sick, we are powerful, and free.

Dr. Devon Price

We have protests to stage, driven by the fuel of our righteous anger. We have speeches to make, written from the soaring pleas of our individual and collective trauma, and our wildest dreams of joy and freedom and love. We have cultural narratives to rewrite because they really do hate us and they really will kill us, and if we’re going to rewrite the narratives, then there’s no reason to hold ourselves back from our most radical and defiant rewritings. We have autistic children who need us to support them as architects of their own liberation against the schools and clinicians and institutions and police and prosecutors who would crush and destroy them.

We’re going to need our anger and our public celebrations of stimming and our complicated, imperfect, messy selves for this long and hard road, because we need all of us, and all of our tactics and strategies, to keep a movement going and ultimately, to win.

Autistic Hoya — A blog by Lydia X. Z. Brown: The neurodiversity movements needs its shoes off, and fists up.