Moderator, Ms.

Meeta Sengupta took the floor taking begging with focusing on we all are
different as indivials and there is a reason why we all are different. Focusing on how on
identifying what each of you -speakers sees as most significant in this area – Dr. Michael
Bernstein said-WE FOCUS ON ATTRIBUTION MAKES US FOR OTHERS-THAT Helps us
understand the ccause of the beahviou, why certain way?,to explain why they do that,
and research this also helps us to understand the cosequences of the exclusion and they
shouldn’t be asked to change we are required to change to understand them.
Mr. Paul Ferry (UK), you work in sports and training and he told about how he treat all his
students as an individual being, when he began with his work the focus was to provide
support but they got to see the additional benefits, participation of the indivials-provided
them a sense of belongingness and they felt included and recognized, while earlier they
were falt-they were misfit, but in this way the inclusivity gave them a confidence just by
the virture of taking part in and this was for them an additional benefit.
Moderator, Ms. Meeta asked what one thing they find irritating, want to alter or change-
Dr. Gwendolyn K. Deger (USA), who herself is a neurodivergent individual had adhd plus
some other additional symptoms courses, she talked about what might work for me might
not work for others, so we as educators need to make change or adapt according to need
of the neordivergent needs. I don’t see them as deficiet but Misnomer because if we look
at the biology infact they are paying more attention than a neurotypical individual. Se
talked about her fidget how using her hands helps her to be on the track and focus. So
rather juming to conclusion about the behaviou ask the students, what they notice in their
body, why distraction comes up and start seeing something more than just the label give
them their time, support and vocab-helping them understands what’s happening to their
body.
Moderator, Ms. Meeta asked about the solution or adjustments they think would like to
share in support of neurodivergent, – Dr. Michael Bernstein replied-we often expect them
to behave in a certain standard way that usully neurotypical behave like but that’s unfair,
It’s on you to figure out what they need and make some exception for them to fitin. Let
students know they are welcome In class, provide them-support, space, confidence, this
would help them reduce stress-feel included.
Moderator, Ms. Meeta asked WHAT IS YOUR FIRST INSTICT towards neurodivergents and
how do you ensure the inclusion, what’s the process and how do you communicate this to
others to make them also behave -to be inclusive?
Paul-this instinct you develop with experience, you meet different peipla nad different
approach, so talk to them personally even if you are in abgroup give them those 3-4-5
minutes indivially to understand them better and set up your session acccordingl
Moderator, Ms. Meeta asked TEACHERS PLAY A VERY KEP IMPORTANT ROLE AND HOW
Do you think the efforts or how teachers can achieve or ensure the inclusivity. Dr.
Gwendolyn K. Deger (USA) replied-build awareness, take a flip-instead of what needs to
be changed, what I need to change and adapt to, create games be creative and take in
consideration everyone, she shared her example how, while taking classes she always has
this open zoom link, so if any student face any problem and not able to join class virtually,
he/she can join online, without beig physical present a nd she also record every class and
provide the recording to students to refer to if they need to, and she uses-pause and start
teaching method.
Moderator, Ms. Meeta asked what supportive techniques they would like to share or the
guiding principle/flair/message they wanna say MJR-be understanding, welcoming,
inclusive-expand your boundaries,
Paul-Restructing how to deliver and mangae things to be inclusive
Gwen- She quoted-Stephen covey’s quote- Seek to understand not be understood.
Understand the strengths, skills, their needs and support they require-where they come
from, why such behaviour-UNDERSTAND WHY?
THE FLOOR WAS OPEN TO PARTICIPANTS TO ASK QUESTION-ONE QUESTION ASKED WAS
IS IS POSSIBLE TO CREATE A PARTICULAR-TEMPLATE, OR PROTOCOL FOR INCLUSIVITY-
PAUL REPLIED IT’S NOT IMPOSSIBLE BUT BE EMAPTHETIC TOWARDS THE PEOPLE WHO
ARE DIFFERENT FROM YOU AND THAT CAN CHANGE IN A BIG WAY-TO BE INCLUSIVE
AND THE SESSION ENDED, WITH ONE OF Chini’s college mate shared about her memories
with Chini, the vision she had and how passionate she was to communicate about about
it, and was touched.
Moderator, Ms. Meeta

what one thing that they all wanna alter or change or irritates them the most and
solutions they would like to offer and what’s their first instinct as teacher, manager and
collegues towards the persona and
With over 75 participants, including educators, psychologists, researchers, and
changemakers from across India, the UK, the USA, Australia, and other parts of the world,
the panel discussion on “Instinct and Inclusion in Neurodiversity” wasn’t merely an
academic gathering-it was a powerful collective affirmation of Chini’s dream. The virtual
room buzzed with commitment, curiosity, and compassion, as voices from different
corners of the globe united to reimagine a world where neurodivergent individuals are
not only included-but celebrated.
Just as Chini envisioned, the event served as a living reminder that inclusion isn’t a
checkbox-it’s an instinct, a practice, and a promise to build ethical, accessible ecosystems
for all minds to thrive

Or
In honour of Founder’s Day, The Chini Trust hosted a special panel discussion titled
“Instinct and Inclusion in Neurodiversity” on July 9, 2025. The session began with Dr.
Nayan Mitra, founder and Chini’s mother, who warmly reflected on the vision and values
that Chini stood for. She spoke about The Chini Trust’s ongoing mission to empower
neurodivergent individuals and promote inclusive education and mental health advocacy.
Dr. Mitra also revisited a key milestone from earlier this year—The First Annual Lecture
held on February 9, 2025, titled “Education, Consent, and Disabilities: Creating
Connections through Ethical Commitments.” She emphasized how this lecture helped set
the tone for a continued, active dialogue around neurodiversity.
Building on this momentum, Dr. Mitra announced the introduction of four new named
scholarships, designed to support individuals committed to inclusive education and
mental health work for neurodiverse communities. These scholarships include:
 The Parul Bala Sen Scholarship for Special Educators
 The Will Ferry Soccer School Scholarship for Sports Trainers
 The Gentle Giant Initiative for Ecosystems
 The Renu Dasgupta Memorial Prize for outstanding contributions by special
educators to inclusive practices
She then welcomed the co-moderator and newly inducted Board Member, Ms. Meeta
Sengupta, who brought her expertise and insights to the panel. The event was graced by a
distinguished panel of international speakers:
 Dr. Michael Bernstein (USA) – Professor of Social Psychology, Penn State Abington
 Mr. Paul Ferry (UK) – Director, Will Ferry Soccer School, Manchester
 Dr. Gwendolyn K. Deger (USA) – Assistant Professor of Special Education and Early
Childhood Education, The Pennsylvania State University

The panel discussion unfolded with Moderator Ms. Meeta Sengupta setting the tone by
emphasizing the beauty of difference—how every individual is wired uniquely, and how
there's deep purpose in that uniqueness. She invited the speakers to share what they
each felt was most significant in the field of neurodiversity and inclusion.

Dr. Michael Bernstein (USA), Professor of Social Psychology, shared insights from his
research, focusing on attribution theory—how we assign causes to others’ behavior. He
stressed the importance of shifting our lens: rather than expecting neurodivergent
individuals to change, it is society that must adapt. His research also highlights the
consequences of exclusion and the psychological harm it can bring. “We don’t need to
fix them,” he stated, “we need to understand them.”

From a more practice-based standpoint, Mr. Paul Ferry (UK), Director of the Will Ferry
Soccer School, brought in his sports training experience. He emphasized treating every
student as a unique individual. Initially focused on support, his work soon revealed an
unexpected outcome: participation created belonging. Students who once felt like
misfits found confidence simply by being included. “Taking part was, in itself,
transformative,” he shared.

Ms. Meeta then invited the speakers to talk about the challenges they face and the one
thing they’d want to change. Dr. Gwendolyn K. Deger (USA), Assistant Professor at Penn
State and a neurodivergent individual herself, offered a deeply personal perspective.
Living with ADHD and additional neurodivergent traits, she questioned the idea of
“deficit,” calling it a misnomer. “In fact, neurodivergent brains often process more,” she
explained. She shared how using tools like hand-fidgets helps her stay focused, and how
educators must learn to adapt—by giving students the language and time to understand
what’s happening in their bodies instead of rushing to label behavior as a problem.

When asked what solutions or adjustments they’d recommend, Dr. Bernstein

emphasized that the burden shouldn't be on neurodivergent individuals to conform.
Instead, educators should create a welcoming, low-stress environment that
communicates, “You belong here.”

In a particularly engaging moment, Ms. Meeta posed a powerful question: What is your
first instinct toward neurodivergent individuals, and how do you ensure others act
inclusively too?
Paul Ferry responded with humility and practicality—“Instinct is built with experience.”
He advocated for one-on-one moments, even within group settings, to genuinely
understand individuals and tailor sessions accordingly.

Highlighting the crucial role of educators, Dr. Deger elaborated on her teaching
methods: open Zoom links for students who can’t attend in person, recording every
session for accessibility, and a “pause-and-teach” method to make space for different
learning paces. Her message was clear—creativity and adaptability are essential to
inclusive education.

In the final round, Meeta asked the panel to share guiding principles or messages.
Dr. Bernstein called on educators to be welcoming and expansive, pushing past their
comfort zones.
Paul Ferry spoke about restructuring delivery methods to be more inclusive.
Dr. Deger quoted Stephen Covey: “Seek first to understand, not to be understood,”
urging everyone to go beyond behavior and understand each student’s unique internal
world.

The discussion then opened to participant questions. One attendee asked whether a
universal template or protocol for inclusivity could be created. Paul Ferry responded: “It
may not be impossible—but what truly makes a difference is empathy. When you're
empathetic toward someone different from you, inclusion becomes not just a process,
but a mindset.”

The session closed on an emotional note as one of Chini’s college mates shared her
memories—recalling Chini’s fire, her deep commitment to communication, and her
 unshakeable vision for a more inclusive world. It was a reminder that this conversation
was more than theoretical—it was deeply personal, built on a legacy of love and action

With over 75 participants, including educators, psychologists, researchers, and

changemakers from across India, the UK, the USA, Australia, and other parts of the world,
the panel discussion on “Instinct and Inclusion in Neurodiversity” wasn’t merely an
academic gathering-it was a powerful collective affirmation of Chini’s dream. The virtual
room buzzed with commitment, curiosity, and compassion, as voices from different
corners of the globe united to reimagine a world where neurodivergent individuals are
not only included-but celebrated.
Just as Chini envisioned, the event served as a living reminder that inclusion isn’t a
checkbox-it’s an instinct, a practice, and a promise to build ethical, accessible ecosystems
for all minds to thrive

Together, they brought global perspectives to the conversation on neurodiversity,

inclusion, and instinct- shedding light on emerging practices, challenges, and hope for a
more inclusive future.

Together, they brought global perspectives to the conversation on neurodiversity,

inclusion, and instinct- shedding light on emerging practices, challenges, and hope for a
more inclusive future.