Resources:

NYC: https://portal.311.nyc.gov/search/?q=Crisis

Upstate NY:

https://www.211newyork.org/reentry-resource-directory

NJ: https://nj211.org/resource-search/Mental%20Health%20Crisis%20Lines?source=guided

FL: https://fl211.org/

Mental Health & Emotional Support

• Your therapist, counselor, or psychiatrist: They can help with managing overwhelm, burnout, anxiety, and any mental health concerns.

• Primary care doctor or specialist: For medication questions, referrals, or general wellness support.

Personal Support System

• Trusted family members, friends, or partners: Talk to someone who knows and respects your neurodivergence.

• Support groups (in-person or online): These can provide connection, validation, and shared coping strategies.

Systems Navigation

• Social worker, care coordinator, or case manager: If assigned, they can help with school, work, benefits, housing, or disability services.

• School/Work contacts: Disability support office (college), HR/ADA coordinator (work), or IEP/504 coordinator (school).

If You Do Not Have a Support System Yet:

You can still reach out to the following for starting support and building your network:

Mental Health & Emotional Support

• Find a therapist (self-search):

  • Inclusive Therapists – prioritizes neurodivergent-affirming, trauma-informed, and culturally responsive care

  • Psychology Today – filter by autism, sliding scale, telehealth, identity

  • Open Path Collective – affordable therapy ($30–$60/session)

• In crisis?

  • Call or text 988 – 24/7 Suicide & Crisis Lifeline (U.S.)

  • Crisis Text Line: Text HOME to 741741

  • Local emergency or mental health hotline: In your area, often through a county or state website

Community and Advocacy Support

• Autistic-led organizations that affirm identity and offer resources:

  • Autistic Self Advocacy Network (ASAN)

  • NeuroClastic

  • Autism Support Network

• Online peer spaces: Reddit (e.g., r/Autism), Discord servers, or Facebook groups for autistic adults.

  https://aane.org/

Practical Help

• Local Center for Independent Living (CIL): They assist with disability rights, housing, and services.

• State disability services: Apply for services like Medicaid waivers or case management.

Daily Living, Disability & Practical Help

• Find your local Center for Independent Living (CIL):

  • https://www.ilru.org/projects/cil-net/cil-center-and-association-directory

  • Free support for people with disabilities: housing, benefits, job help, advocacy

• State developmental disability services:

  • Search “[your state] office for developmental disabilities”

  • Can help you apply for Medicaid waivers, case management, or home support (especially if you have high support needs)

• Find a case manager or advocate:

  • Contact local disability nonprofits or autism foundations

  • Some cities have mental health ombudsmen or disability rights centers

Educational or Workplace Accommodations (If Needed)

• College/University?

  • Contact the Disability Services Office to request accommodations.

• At Work?

  • Contact Human Resources or the ADA coordinator

  • You do not need a formal diagnosis to request accommodations under the ADA

Resources:

NY-OPWDD: https://opwdd.ny.gov/get-started/front-door

NJ-DDS: https://share.google/sPHhPS7WuKZ1tU4q0

FL-APD: https://share.google/cOSr4DjE0EQxJbirV

SSI/SSD: https://www.ssa.gov/disability/disability.html

Licensed Psychologist (PhD or PsyD)

• Accepted for:

  • Social Security (SSI/SSDI)

  • Medicaid Waivers

  • OPWDD (New York)

  • APD (Florida)

  • DDS (New Jersey Division of Developmental Disabilities)

• Can do:

  • Full diagnostic evaluations using DSM-5-TR

  • IQ testing (e.g., WAIS, WISC, Stanford-Binet)

  • Adaptive functioning testing (e.g., Vineland, ABAS)

  • Documentation required for state disability eligibility

• Notes:

  • Often has longer waitlists

  • Can be expensive unless covered by insurance or state programs

Psychiatrist (MD or DO)

• Accepted for:

  • SSI/SSDI

  • Medicaid (general)

  • May be accepted as supporting documentation for OPWDD, DDS, or APD

• Can do:

  • Diagnosis of autism and/or ADHD

  • Prescribe medication

  • Write summary letters of clinical findings

• Limitations:

  • Typically does not conduct IQ or adaptive testing

  • Documentation alone often not sufficient for DDS/OPWDD/APD

Licensed Clinical Social Worker / Mental Health Counselor (LCSW, LMHC, LPC)

• May support:

  • Medicaid services

  • SSI/SSDI (as supporting evidence)

• Can do:

  • Diagnosis in many states

  • Provide documentation of therapy history and functional limitations

• Limitations:

  • Reports usually not accepted alone for DDS, OPWDD, or APD

  • May need to refer out for psychological testing

SSA-Scheduled Consultative Exam (CE)

• Accepted for:

  • SSI/SSDI only

• Can do:

  • Brief diagnostic assessment scheduled by SSA if you don’t have documentation

• Limitations:

  • Not comprehensive

  • Not valid for DDS (NJ), OPWDD (NY), or APD (FL)

  • You don’t choose the provider

What Must Be Included in Your Evaluation (For All Programs)

1. DSM-5-TR Diagnosis

   • Clear diagnosis of Autism Spectrum Disorder and/or ADHD

2. Onset Before Age 22

   • Required by DDS (NJ), OPWDD (NY), APD (FL), and Medicaid waiver programs

3. Standardized Testing Results

   • Cognitive: WAIS-IV, WISC-V, Stanford-Binet

   • Adaptive: Vineland-3, ABAS-3

4. Functional Limitations in Daily Life

   • Documented impairments in:

     • Social skills

     • Self-care or daily living

     • Executive functioning

     • Communication

5. Evaluator Credentials

   • Must be a licensed psychologist or qualified physician for DDS, OPWDD, or APD approval

Resources:

https://www.ed.gov/laws-and-policy/individuals-disabilities/idea

https://www.hesc.ny.gov/about/hesc-reasonable-accommodations

https://askjan.org/

1. Know Your Rights

• You are protected by:

  • The ADA (Americans with Disabilities Act)

  • Section 504 of the Rehabilitation Act

  • IDEA (for K–12 students with IEPs)

  • FMLA (for medical leave)

  • State disability agencies, such as:

    OPWDD-NY

    DDS-NJ

    APD-FL

2. Clarify Your Needs

• Identify areas where you experience challenges (e.g., sensory sensitivity, executive functioning, social communication, etc.)

• Think about what supports would help you participate fully

• Examples of accommodations:

  • Flexible schedule or deadlines

  • Sensory-friendly environment

  • Written vs. verbal communication

  • Extended test time or alternative formats

3. Gather Documentation (If Needed)

• You do not always need to disclose your exact diagnosis

• Documentation usually just needs to:

  • State that you have a disability

  • Describe how it functionally impacts you

  • List or recommend accommodations

• A healthcare provider, evaluator, or therapist can write this

4. Make Your Request in Writing

• Include:

  • A statement that you’re requesting accommodations under the ADA (or Section 504)

  • A brief explanation of how your condition affects your ability to perform tasks

  • The specific accommodations you’re requesting

5. Send It to the Right Contact

• Employment: Human Resources or ADA Coordinator

• College/University: Disability Services or Access Center

• K–12 School: 504 or IEP coordinator

• Government Services (OPWDD, APD, DDS): Submit as part of application or speak to your assigned service coordinator

6. Keep a Record & Follow Up

• Save emails, letters, and forms

• Document names, dates, and decisions

• If denied, request the denial in writing and ask about appeal options

Do I Have to Disclose My Diagnosis?

• Short Answer: No, not always.

• Under the ADA, you are only required to:

  • Establish that you have a disability (a condition that substantially limits one or more major life activities)

  • Explain how it affects your functioning

  • Show why the accommodation is needed

• You do not have to name your diagnosis (like “autism” or “ADHD”) unless a specific agency or process requires it (e.g., Social Security Disability or OPWDD/Medicaid eligibility often does).

1. Workplace Accommodation Request (Without Naming Diagnosis)

https://askjan.org/

Subject: Request for Reasonable Accommodations

Dear [Supervisor/HR/ADA Coordinator],

I am writing to formally request reasonable accommodations under the Americans with Disabilities Act (ADA). I experience a disability that impacts [describe the area of difficulty, e.g., concentration, sensory regulation, communication, executive functioning].

To support my ability to perform my job effectively and sustainably, I am requesting the following accommodations:

· [List accommodation #1]

· [List accommodation #2]

I am happy to provide supporting documentation if needed. Please let me know the next steps in this process.

 Thank you for your time and consideration.

Sincerely,

[Your Name]

2. College or University Disability Services (With or Without Diagnosis)

Subject: Request for Academic Accommodations

Dear [Disability Services Coordinator’s Name],

 I am a student at [University Name] and would like to request reasonable academic accommodations under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act.

 I experience a condition that significantly affects [e.g., focus, sensory processing, social interaction, task management]. To ensure equal access to my education, I am requesting accommodations such as:

· [List accommodation #1]

· [List accommodation #2]

 I can provide documentation from my healthcare provider or evaluator to support my request. Please let me know the appropriate process and any forms I should complete.

Thank you for your support.

Sincerely,

[Your Name]

[Student ID, if applicable]

3. Disability Services (e.g., OPWDD in NY, APD in FL, DDS in NJ)

*Contact your state agency first to determine if there is an option to apply online.

Subject: Request for Disability Accommodations and Services

Dear [Agency or Coordinator’s Name],

I am seeking support through [name of agency] due to long-standing challenges with [brief description, e.g., communication, executive functioning, emotional regulation, or other life skills]. These challenges significantly affect my ability to live independently and access services.

I am requesting:

· An eligibility evaluation or intake appointment

· Support with applying for [Medicaid Waiver/Residential Services/Day Programs/etc.]

· Accommodations to help me understand and navigate the process (e.g., plain language communication, support person present, extra processing time)

 I am open to providing documentation from a qualified provider and would like to know what is needed. Thank you for your assistance.

 Sincerely,

[Your Name]

[DOB, Address, or other required ID info]

What an LCSW Evaluation Can Be Used For

Clinical Treatment Planning

Individual, family, or couples therapy

Psychiatric referrals

Case management or coordination of care

Personal Understanding / Self-Knowledge

Identity development (e.g., understanding neurodivergence)

Communication tools for family, partners, employers

Accessing affirming coaching or peer support groups

Accommodations

Workplace (ADA):

Flexible schedule

Sensory supports

Modified communication expectations

College or Grad School:

Extended test time

Reduced-distraction setting

Disability Resource Center services

Standardized Exams:

GRE, LSAT, MCAT, BAR, etc. accommodations

Insurance & Private Services:

Therapy or psychiatry referrals

Documentation for ADHD medication (depending on prescriber)

Reimbursement for out-of-network services

Community Programs:

Neurodivergent support groups

Social communication programs

Community mental health resources

What It May Not Be Accepted For — or May Require Additional Evaluation

• School-Based Services (IEP or 504 Plan)

Often requires school psychologist or multidisciplinary team evaluation

• Social Security Disability (SSI/SSDI)

Usually needs documentation from a psychologist or physician (PhD/MD)

• State Developmental Disability Services

Examples:

• OPWDD=NY

• DDS-NJ

• APD-FL 

-Typically require diagnostic evaluation by a licensed psychologist or MD

-May require tools like ADOS, cognitive testing, or Vineland

• Psychoeducational or Neuropsychological Testing

Cognitive/IQ testing and learning disorder diagnosis must be done by a licensed psychologist or neuropsych

1. Primary Focus

• ADHD Coach:

  • Executive functioning

  • Time management

  • Organization and productivity

  • Accountability and action-taking

• Therapist:

  • Emotional regulation

  • Trauma, mental health, and co-occurring conditions

  • Identity and relationships

  • Internal patterns that impact functioning

2. Goals

• ADHD Coach:

  • Develop and sustain systems and habits

  • Improve follow-through and reduce overwhelm

• Therapist:

  • Address root causes of emotional distress

  • Promote self-understanding and healing

  • Treat mental health concerns

3. Approach

• ADHD Coach:

  • Practical, skills-based, collaborative

  • Forward-focused and goal-oriented

• Therapist:

  • Clinical and therapeutic

  • May include present and past-focused work

  • Includes emotional processing and insight-building

4. Training and Credentials

• ADHD Coach:

  • May have certification from ADHD coaching programs (e.g., ADDCA)

  • Not a licensed mental health provider

• Therapist:

  • Licensed professional (e.g., LCSW, LPC, LMFT, psychologist)

  • Supervised clinical training and credentialing

5. Diagnostic Ability

• ADHD Coach:

  • Cannot diagnose ADHD or other conditions

• Therapist:

  • Can assess and diagnose ADHD and other mental health conditions (if licensed and within scope)

6. Treatment of Co-Occurring Conditions

• ADHD Coach:

  • Does not treat anxiety, trauma, depression, etc.

• Therapist:

  • Can treat co-occurring mental health conditions

7. Insurance Coverage

• ADHD Coach:

  • Generally not covered by insurance

• Therapist:

  • Often covered by insurance depending on licensure and plan

8. Support Style

• ADHD Coach:

  • Offers check-ins, strategy implementation, and accountability

• Therapist:

  • Provides a safe space for deeper reflection, emotional healing, and clinical insight

Master’s-Level Clinician

(e.g., LCSW, LMHC, LPC, LMFT)

A. What They Offer

1. Individual, family, and couples therapy

2. Psychoeducation and emotional support

3. Behavioral strategies and life skills coaching

4. Support navigating systems like:

   • IEP/504 plans

   • SSI and Medicaid

   • Developmental disability services

5. May provide diagnostic evaluations (if trained)

B. How They Help Autistic or ADHD Individuals

1. Neurodiversity-affirming and trauma-informed approach

2. Builds long-term therapeutic relationships

3. Supports executive functioning, emotional regulation, and daily routines

4. Provides family support and care coordination

Psychologist

(PhD or PsyD)

A. What They Offer

1. Comprehensive diagnostic evaluations for:

   • Autism

   • ADHD

   • Learning disabilities

   • Co-occurring mental health concerns

2. Cognitive and neurodevelopmental testing

3. Individual or family therapy

4. Written evaluation reports for:

   • School accommodations

   • Workplace supports

   • Disability services

B. How They Help Autistic or ADHD Individuals

1. Specialized in diagnostic clarity and complex profiles

2. Use of gold-standard assessment tools (e.g., ADOS-2, WISC, MIGDAS-2)

3. Insight into how thinking, learning, and emotions interact

4. Offers practical recommendations tailored to client needs

Psychiatrist

(MD or DO)

A. What They Offer

1. Psychiatric evaluations

2. Prescribing and monitoring medications for:

   • ADHD

   • Anxiety and depression

   • Mood regulation

3. May offer brief therapy or coaching

4. Care coordination for complex or crisis situations

B. How They Help Autistic or ADHD Individuals

1. Manages medication for focus, sleep, mood, and regulation

2. Treats co-occurring psychiatric conditions

3. Supports individuals with severe or urgent mental health concerns

4. Helps clarify when symptoms overlap with medical or psychiatric conditions

Which One Do I Need?

A. Common Needs and Who to See

1. Need: Medication for ADHD, anxiety, or depression

   • See: Psychiatrist

2. Need: Full diagnostic evaluation for autism or ADHD

   • See: Psychologist or trained Master’s-level clinician (e.g., LCSW)

3. Need: Weekly therapy from someone who understands neurodivergence

   • See: Master’s-level clinician or Psychologist

4. Need: Help navigating systems like IEPs, SSI, Medicaid, or developmental disability services

   • See: Master’s-level clinician

5. Need: Help understanding or interpreting a prior evaluation

   • See: Master’s-level clinician or Psychologist

Polyvagal Theory

Polyvagal-informed therapy focuses on understanding and regulating the nervous system, which can be especially helpful for neurodivergent individuals who often experience heightened sensory sensitivity, emotional dysregulation, and chronic stress.

How It Helps:

• Nervous system education: Teaches clients to recognize their own physiological states (e.g., shutdown, fight/flight, social engagement).

• Co-regulation and safety: Builds safety in relationships by fostering trusting therapeutic environments, crucial for those with trauma or sensory overwhelm.

• Self-regulation tools: Helps clients develop personalized strategies (e.g., breathing, movement, vocalization) to shift states and reduce anxiety or shutdown.

• Validates atypical responses: Acknowledges that autistic and ADHD nervous systems may operate differently—not wrongly.

Somatic Therapies

Somatic therapies focus on the body’s role in processing emotions and trauma. For neurodivergent individuals who may struggle with interoception (sensing internal states) or alexithymia (difficulty identifying emotions), this work can be empowering.

How It Helps:

• Body awareness: Supports understanding of sensory needs and emotional experiences through movement, posture, and sensation.

• Grounding practices: Assists with sensory regulation, particularly during overload or shutdown.

• Discharge trauma responses: Provides non-verbal ways to process trauma and chronic dysregulation.

• Supports communication: Especially helpful for those who find verbal processing overwhelming or limited.

Dialectical Behavior Therapy (DBT)

DBT combines cognitive-behavioral techniques with mindfulness and acceptance strategies. When tailored for neurodivergent minds, it can address executive functioning challenges, emotional regulation, and interpersonal difficulties.

How It Helps:

• Emotion regulation: Offers concrete skills to manage intense emotions without judgment.

• Distress tolerance: Provides tools for surviving overwhelming situations without shutting down or acting impulsively.

• Interpersonal effectiveness: Supports clearer boundary-setting, self-advocacy, and navigating relationships (e.g., masking, rejection sensitivity).

• Mindfulness skills: Helps build present-moment awareness and self-compassion in overstimulating environments.

Accommodations must be approved through your college’s disability services office and vary by institution, available resources, and documentation provided.

Academic Accommodations

• Extended time on exams (e.g., 1.5x, 2x)

• Reduced-distraction or private testing environment

• Use of a calculator, formula sheet, or word processor

• Access to class notes or a note-taker

• Permission to record lectures

• Priority seating (e.g., near door, front row)

• Breaks during exams or class

• Alternate format textbooks (PDF, large print, audio)

• Deadline extensions for assignments (with advance notice or as-needed)

• Modified attendance policy (flexibility for disability-related absences)

• Substitute assignments for inaccessible activities (e.g., oral presentations)

• Use of assistive technology (e.g., text-to-speech, speech-to-text software)

Communication & Social Support

• Access to a peer mentor or coach for support navigating campus life

• Permission to use written communication (email, chat) instead of verbal

• Social skills group or one-on-one coaching

• Advance notice of group work with structured roles

• Faculty education or liaison to increase understanding of the student’s needs

Executive Function & ADHD Support

• Reminders for assignments or due dates (via app or staff)

• Weekly check-ins with a disability coordinator or academic coach

• Help with time management and planning tools

• Flexible deadlines or late work forgiveness

• Priority registration (to build a manageable schedule)

Housing Accommodations

• Single room or private bathroom

• Quiet dorm location (away from high-traffic areas)

• Emotional support animal (ESA) in dorm

• Air-conditioned housing (for sensory or medical needs)

• Reduced occupancy suite or apartment-style housing

• Live-in caregiver (if applicable)

Sensory & Environmental Support

• Permission to wear noise-canceling headphones in class or testing

• Access to quiet, low-stimulation study areas

• Flexible classroom seating or lighting accommodations

• Reduced lighting or screen filters for migraines/sensory needs

Mental Health & Medical Accommodations

• Ability to leave class briefly and return without penalty

• Access to counseling or on-campus mental health support

• Health-related absences excused with notification (not documentation each time)

• Use of mobility device or service animal on campus

• Housing and academic emergency plans in place

Technology Access

• Laptop or tablet use in class, even if not typically allowed

• Smartpen or recording device for lectures

• Software for reading/writing support (e.g., Grammarly, Kurzweil, Otter.ai)

Other Accommodations

• Priority course registration

• Reduced course load without loss of full-time status

• Alternative formats for communication from professors (written vs. verbal)

• Flexibility with participation requirements (e.g., camera off during virtual classes)

• Gradual return to classes after a leave of absence

Resource: https://askjan.org/

Cognitive / Executive Functioning (e.g., ADHD, Autism, TBI)

• Written instructions instead of verbal

• Structured daily or weekly check-ins

• Task management or reminder systems

• Extra time for complex tasks

• Flexible deadlines when possible

• Clear, consistent routines and expectations

Communication / Sensory Needs (e.g., Autism, Anxiety)

• Reduced participation in meetings or permission to join by video/audio only

• Option to respond in writing (e.g., chat, email) instead of verbally

• Noise-canceling headphones or private workspace

• Fluorescent lighting modifications or natural lighting access

• Option to use a screen filter or dark mode

Time and Schedule Flexibility (e.g., Chronic Illness, Fatigue, Anxiety)

• Flexible start/end times

• Work-from-home or hybrid options

• Periodic rest breaks or pacing tasks throughout the day

• Part-time or adjusted schedules during flare-ups

• Time off for therapy or medical appointments

Technology & Tools

• Speech-to-text software or screen readers

• Organizational apps or project management tools

• Voice amplifiers or captioning services

• Ergonomic equipment for pain or fatigue management

Mental Health Support

• Quiet space or wellness room access

• Access to Employee Assistance Programs (EAP)

• Modified performance evaluations with strengths-based focus

• Non-punitive leave for mental health crises

Notes About Disclosure:

• You do not need to share your diagnosis — only the impact it has and the accommodation you’re requesting.

• You can request accommodations at any point in your employment.

• Employers must engage in an interactive process with you in good faith.

Example Script for Requesting a Job Accommodation to Human Resources:

“I’m experiencing challenges related to a medical/mental/neurological condition that affects my ability to [focus/manage time/attend meetings/etc.]. I’d like to request an accommodation — specifically, [insert reasonable request like a quieter workspace or written instructions] — to help me perform my job effectively.”

(For Neurodivergent Students and Workers: Autism, ADHD, and Other Invisible Disabilities)

Whether you’re in school or on the job, your legal rights and protections as a neurodivergent person depend on whether you formally request accommodations. Here’s what that means — and why it matters.

In School (College, University, Vocational Programs)

If You Request Accommodations:

• You are protected under:

  • Section 504 of the Rehabilitation Act

  • The Americans with Disabilities Act (ADA)

• The school is legally required to:

  • Provide reasonable accommodations to support your access to learning

  • Engage in an interactive process (e.g., work with you to create a formal accommodation plan)

• Your disability information:

  • Must be kept confidential

  • Will not be shared with instructors unless accommodations need to be implemented

• You are protected from discrimination based on disability

• You have the right to:

  • Equally access programs, housing, labs, fieldwork, etc.

  • Appeal decisions or file a complaint if accommodations are denied or ignored

If You Do Not Request Accommodations:

• The school is not legally obligated to make adjustments for you

• Professors and staff are not required to offer flexibility, even if you struggle with deadlines, attendance, sensory issues, or group work

• If academic performance is affected by your disability, you can be penalized or fail without legal protection

• Disability services cannot retroactively protect you — the system only works if you initiate the process

At Work (Full-Time, Part-Time, Remote, Internships)

If You Request Accommodations:

• You are protected under:

  • The Americans with Disabilities Act (ADA)

• Your employer must:

  • Engage in an interactive process to explore what accommodations are reasonable

  • Provide accommodations unless they cause undue hardship

• Your disclosure:

  • Does not need to include your diagnosis — just the impact on your job and what you’re requesting

  • Must be kept confidential

• You are protected from:

  • Retaliation (e.g., being fired, demoted, or harassed for disclosing or requesting accommodations)

• You have the right to:

  • File a complaint with the EEOC if your rights are violated

  • Request changes at any point in your employment

If You Do Not Request Accommodations:

• Your employer is not required to support you, even if your disability affects your work

• If you struggle with deadlines, attention, regulation, sensory needs, or communication, you can be:

  • Disciplined, written up, or terminated — even if those issues are disability-related

• You won’t have legal recourse under the ADA unless you’ve disclosed your need and asked for support

• Choosing not to request accommodations means:

  • You take on the full risk of being misunderstood or penalized for disability-related needs

Informal accommodations are unofficial supports, adjustments, or flexibility that you arrange directly with a teacher, professor, manager, or coworker — without going through formal disability services, HR, or documentation processes.

They’re based on communication, collaboration, and mutual understanding, rather than legal mandates.

Examples of Informal Accommodations in School

• Sitting in a preferred seat (e.g., near the door or away from distractions)

• Turning in assignments a day or two late with prior communication

• Getting lecture slides in advance to help with processing

• Using a laptop to take notes, even if it’s not officially allowed for everyone

• Taking short breaks during long classes or lectures

• Doing oral presentations privately or pre-recorded instead of in front of the class

• Checking in with a professor or TA during office hours for clarification

Examples of Informal Accommodations at Work

• Starting your workday earlier or later, if flexible

• Swapping tasks with a colleague to play to strengths

• Asking for written follow-up after meetings instead of just verbal instructions

• Muting during Zoom meetings and typing in the chat

• Keeping your camera off in virtual meetings to avoid sensory overwhelm

• Using noise-canceling headphones or working in a quieter space

• Informally extending deadlines when your supervisor is understanding

How Do I Ask for Informal Accommodations?

Here are some gentle, collaborative ways to request them:

At School

“I’ve noticed I learn best when I can review materials ahead of time — would it be possible to get the slides or reading list early?”

“Would it be okay if I took a short break during class if I start feeling overwhelmed?”

“I do better when I can process verbally — can I check in with you briefly about the assignment before it’s due?”

At Work

“Would it be alright if I emailed follow-up questions after meetings? I sometimes need time to process information before responding.”

“I focus better with fewer interruptions — is it okay if I block off a few quiet hours during the day for deep work?”

“I do best when instructions are written down. Would you mind emailing me key points or next steps after we meet?”

Things to Keep in Mind

• Informal accommodations aren’t legally protected — they depend on the goodwill and flexibility of the other person

• They can build trust and ease into formal accommodations if needed later

• They may be more flexible and tailored to real-time needs than formal systems

• If your needs are ongoing or essential, consider backing them up with a formal request for legal protection

(For Autistic, ADHD, and Neurodivergent Individuals)

1. Know and Name What You Need

Before your appointment, take time to reflect or jot down:

• What’s bothering you (symptoms, questions, goals)

• What you need from the provider (e.g., clear explanations, sensory accommodations, help with executive functioning)

• What makes care accessible or inaccessible to you (e.g., rushed visits, medical jargon, bright lights, unclear instructions)

Example: “I need information in plain language, written down when possible. I may need time to process before answering questions.”

2. Email in Advance (Optional but Powerful)

If verbal communication is hard, or you’re nervous about advocating during the visit, send an email ahead of time to let the provider know what you need.

This can help set expectations and reduce pressure during the appointment.

Script:

Hi [Provider’s Name],

I’m looking forward to our upcoming appointment. I want to let you know in advance that I’m autistic / have ADHD / am neurodivergent, and I may need extra time to process information.

I do best when:

– Instructions are written down

– We go step-by-step

– There’s time to pause or ask questions

Thanks for understanding — I really appreciate your support.

3. State That You’re Neurodivergent (If You Feel Safe)

While disclosure is your choice, letting your provider know you’re autistic, ADHD, or neurodivergent can help them better understand your communication, sensory, or executive functioning needs.

Example: “I’m autistic, and I might need extra time to answer questions or ask you to rephrase something. I may look calm, but I still feel overwhelmed.”

4. Be Direct About Communication and Processing Needs

• Ask for clear, step-by-step explanations

• Request that important information be written down

• Let them know if you need time to think before responding

• Say if you prefer typed/written communication

Script: “I understand things best when I get information one step at a time. Could you repeat or slow down?”

5. Bring Written Notes or a Support Person

• Write down symptoms, questions, or goals and hand it to your provider

• Helps when verbal communication is difficult or you’re overwhelmed

• Bring a trusted support person to take notes or advocate with you

Tip: Use a symptom tracker or bullet list to keep things focused

6. Ask for Their Email or Written Summary

• Ask for a direct email to follow up with questions or clarify care plans

• Request a written summary of the appointment or next steps

Script: “Would you be willing to share your email or send a written summary of today’s plan?”

7. Ask About Options, Not Just Recommendations

• Ask about alternatives

• Ask what happens if you wait or take a different approach

• Ask about side effects, accessibility, and follow-up

Script: “Can you tell me if there are other options? And what would happen if I choose to wait?”

8. Advocate for Emotional Safety and Sensory Access

• Ask for:

  • Dimmed lighting

  • Extra time

  • Quiet spaces

  • Avoidance of surprise procedures or physical touch

  • Clear warnings before sensory stimuli

Script: “I’m sensitive to sensory input — could we avoid bright lights or loud sounds if possible?”

9. Set Boundaries and Redirect

• If rushed, dismissed, or overwhelmed, it’s okay to pause or redirect

Script: “I need a moment to process. Can we slow down?”

Script: “That language feels invalidating. Can we approach this from a more neutral place?”

10. Follow Up in Writing

• Email to clarify, request records, or continue the conversation

• Document concerns, plans, or unmet needs in writing

Tools That Can Help

• Bring or send an accommodation card (e.g., “I process slowly and benefit from step-by-step explanations.”)

• Use a symptom tracker or appointment prep form

• Ask to record the appointment (if allowed)

• Use reminder apps or shared notes for follow-up steps

Inpatient Program (Hospitalization or Residential Treatment)

Highest level of care — 24/7 supervision in a facility

• Who it is for:

Individuals in immediate crisis, at risk of harming themselves or others, or unable to care for themselves due to severe mental health symptoms or instability

• Services include:

  • Psychiatric stabilization

  • Medication management

  • Daily group and individual therapy

  • Constant supervision (locked or secure unit)

• Setting:

Hospital, psychiatric facility, or residential treatment center

(short-term: days to weeks, or longer in some cases)

• Goal:

Stabilize the individual so they can transition to a lower level of care

IOP – Intensive Outpatient Program

Moderate level of care — part-time support, several days a week

• Who it is for:

People who are struggling but don’t need 24/7 care, or are stepping down from inpatient treatment

• Services include:

  • Group therapy (3–5 days/week, often 3 hours/day)

  • Some programs include family or individual therapy

  • Skills-based treatment (DBT, CBT, social skills, emotion regulation)

  • May include medication monitoring

• Setting:

You live at home, but attend structured programming at a clinic or online

• Goal:

Provide intensive support while maintaining community living, school, or work

Wraparound Services

Holistic, flexible, community-based support — designed to meet individualized needs across multiple life areas

• Who it is for:

Often used for youth or adults with complex needs (e.g., co-occurring mental health, developmental disability, trauma, family instability, or involvement with multiple systems)

• Services include:

  • Care coordination

  • In-home behavioral supports

  • Parent coaching or respite

  • School collaboration

  • Case management

  • Crisis planning

  • Peer support or mentoring

  • Help navigating Medicaid, social services, and state agencies

• Setting:

Services come to you — home, school, or community

• Goal:

Keep people stable in their home/community and reduce reliance on hospitalization, police, or child welfare

Inpatient Program (Hospitalization or Residential Treatment)

Highest level of care — 24/7 supervision in a facility

• Who it is for:

Individuals in immediate crisis, at risk of harming themselves or others, or unable to care for themselves due to severe mental health symptoms or instability

• Services include:

  • Psychiatric stabilization

  • Medication management

  • Daily group and individual therapy

  • Constant supervision (locked or secure unit)

• Setting:

Hospital, psychiatric facility, or residential treatment center

(short-term: days to weeks, or longer in some cases)

• Goal:

Stabilize the individual so they can transition to a lower level of care

Which Option Is Most Trained in Neurodivergence?

Inpatient Programs

• Least likely to be neurodiversity-affirming

• Often focused on acute psychiatric stabilization, not neurodevelopmental care

• Staff may have limited training in autism, ADHD, masking, sensory needs, or trauma-informed practices

• May misinterpret neurodivergent behaviors as defiance, psychosis, or personality disorder traits

• Sensory environments are often overstimulating (bright lights, alarms, loud group settings)

Best for: Short-term crisis stabilization — but not ideal for neurodivergent-specific care unless the facility specializes in it

Intensive Outpatient Programs (IOP)

• Training varies — some general mental health IOPs lack neurodivergent-specific support

• Some programs offer DBT, CBT, or trauma-informed care, which can be helpful if adapted

• A growing number of IOPs specialize in autistic, ADHD, or twice-exceptional clients

• May be more flexible and willing to adjust structure, content, or sensory environment

Look for: IOPs that explicitly mention neurodivergent-affirming care, sensory accommodations, or developmental understanding

Wraparound Services

• Most likely to involve professionals trained in developmental disabilities

• Often includes care coordinators, behavioral support providers, family peer advocates, and others who work across systems

• Wraparound teams are often trauma-informed, family-centered, and more familiar with co-occurring autism, ADHD, intellectual disability, and system navigation

• Services can be tailored based on individual sensory, cognitive, and communication needs

• Often funded by or connected to state disability programs (e.g., OPWDD in NY, APD in FL, DDS in NJ)

Best for: Ongoing support for neurodivergent youth or adults with complex needs

Tips:

• Always ask: “Do your staff have training in autism, ADHD, or neurodiversity-affirming care?”

• Look for programs that use terms like:

  Neurodivergent-affirming

  Trauma-informed

  Developmental or lifespan approach

  Culturally responsive

  Involve peer support, if available — they often understand lived neurodivergent experiences deeply

Resources:

Remote Support Groups:

https://aane.org/services-programs/group-services/

https://www.charliehealth.com/post/mental-health-support-groups

https://www.psychologytoday.com/us/groups

Support Groups

• Led by: Peer facilitators, advocates, or sometimes mental health professionals

• Membership: Open — participants can join or leave at any time

• Structure: Informal or semi-structured

• Focus:

  • Shared lived experiences

  • Emotional support and connection

  • Resource sharing

  • Not considered therapy (no clinical treatment provided)

• Common for: Autism, ADHD, parenting, chronic illness, grief

Open Group Counseling

• Led by: Licensed mental health professional (e.g., LCSW, psychologist, LMHC)

• Membership: Open — new members may join at any time

• Structure: Structured therapeutic sessions with clinical goals

• Focus:

  • Ongoing therapy and skill building

  • Can include psychoeducation, emotional processing, behavior strategies

  • Group dynamics may shift as members enter and leave

Closed Group Counseling

• Led by: Licensed mental health professional (e.g., LCSW, psychologist, LMHC)

• Membership: Closed — all participants start and finish together

• Structure: Time-limited (e.g., 6–12 weeks) with a defined curriculum

• Focus:

  • Deep trust and group cohesion

  • Consistent therapeutic progress

  • May include somatic work, DBT, trauma processing, or identity exploration

  • Often used for trauma, ADHD, social skills, or life transitions

Resources:

Emotional & Mental Health Support

Therapy Directories

• Therapist Neurodiversity Collective – directory of neurodiversity-affirming therapists

https://therapistndc.org

• Inclusive Therapists – inclusive, culturally responsive therapist directory

https://www.inclusivetherapists.com

Support Groups

• Autistic Self Advocacy Network (ASAN) Local Groups – some regions have caregiver resources

https://autisticadvocacy.org

• Family Voices – emotional support and advocacy for families with complex needs

https://familyvoices.org

Education & Skill Building

Parent Training Programs

• Ross Greene’s Collaborative & Proactive Solutions – helpful for understanding challenging behaviors

https://livesinthebalance.org/

Workshops & Webinars

• AANE (for caregivers of autistic adults)

https://aane.org/events/

Government & Benefits Navigation

• Family to Family Health Information Centers (F2Fs) – state-based help for system navigation

https://familyvoices.org/f2f-ao-peer-to-peer-assistance/

Respite & Practical Supports

• National Respite Locator – archrespite.org

• Medicaid Waiver Program Info – Medicaid.gov Waivers

• State Developmental Disability Services

  • New York (OPWDD): opwdd.ny.gov

  • New Jersey (DDD/DDS): nj.gov/humanservices/ddd

  • Florida (APD): apd.myflorida.com

Advocacy & Legal Resources

Special Education Support

• Wrightslaw – education law and advocacy resources

https://www.wrightslaw.com/

• Council of Parent Attorneys and Advocates (COPAA)

https://www.copaa.org/

Guardianship/Alternatives

• National Resource Center for Supported Decision-Making

https://supporteddecisionmaking.org/

• Disability Rights Education and Defense Fund (DREDF)

https://dredf.org/

Online & Community-Based Resources

Online Caregiver Communities

• The Mighty – Autism Caregivers

https://themighty.com/topic/autism/

• Reddit: r/Autism_Parenting

https://www.reddit.com/r/Autism_Parenting/

National Autism Organizations

• Autistic Self Advocacy Network (ASAN)

https://autisticadvocacy.org/

• Autism Society – includes state affiliates

https://autismsociety.org/

Clinical and Diagnostic Support

Evaluation Resources & Guidance

• AANE Adult Autism Assessment Guide

https://aane.org/

• Understood.org – for learning and thinking differences

https://www.understood.org/

• SPAN Parent Advocacy Network (NJ/NY)

https://spanadvocacy.org/