This past week, the Administration's Department of Health made autism misinformation a focal point of their agenda—an agenda that continues to advance with detrimental and corrupt intent. While this news had been anticipated for weeks, witnessing it unfold remains deeply troubling. I'm grateful that numerous experts have responded with factual information to counter these harmful narratives.

What follows documents my personal experience and understanding of autism, informed by science and the aforementioned experts.

First and foremost: I am AuDHD, and I am not broken, missing pieces, or part of some manufactured crisis or epidemic. To be absolutely clear—I don't "have" AuDHD the way someone might have a cold or temporary ailment. I am AuDHD. It is integral to my neurology and fundamental to who I am.

The apparent increase in autism and neurodivergent diagnoses stems primarily from three factors:

1. evolving diagnostic criteria that have broadened the scope of what constitutes autism spectrum disorders,
2. the consolidation of previously distinct conditions under umbrella terms like "autism spectrum disorder,"
3. and the historical under-diagnosis of girls and women. Many females are now receiving diagnoses well into adulthood as clinicians better recognize how autism presents differently across genders, correcting decades of missed or misinterpreted symptoms that didn't fit the traditionally male-centered diagnostic models. 

There is no one cause of autism. It is neurologically multi-pronged and is usually inherited. Oftentimes, after a child is diagnosed, the parent(s) begin to understand and investigate their own neurospiciness. 
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This leads to the final point: it has been unequivocally proven in multiple studies—childhood vaccines are not implicated in the “development” of autism, and neither is the use of Tylenol by pregnant people. 

The misinformation and pseudoscience presented as fact are dangerous on multiple levels and are forms of gaslighting. 

Vaccines represent one of modern medicine's greatest triumphs, preventing millions of deaths annually and eliminating diseases that once devastated communities. The resurgence of measles—a disease nearly eradicated in developed nations—demonstrates the real-world consequences when misinformation undermines public health. This outbreak directly correlates with declining vaccination rates fueled by debunked theories propagated by individuals without legitimate medical credentials.
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The spread of anti-science sentiment extends beyond childhood immunizations, creating dangerous ripple effects throughout healthcare. This latest assault on pregnant people wrongly discourages them from using safe, essential medications like acetaminophen (Tylenol) to manage fever during illness. Clinical research consistently shows that untreated maternal fever poses significant developmental risks to the fetus, including serious complications. When expectant mothers avoid medically necessary fever reduction based on unfounded fears, both maternal and fetal health suffer.

This phenomenon represents more than medical misinformation—it constitutes a broader assault on women's autonomy and the dignity of neurodivergent individuals. Anti-vaccine rhetoric often perpetuates harmful stereotypes about autism while simultaneously undermining women's ability to make informed healthcare decisions. When fear-based messaging replaces evidence-based guidance, vulnerable populations bear the greatest burden. It also creates broad feelings of guilt where there should be none. 

The solution requires renewed commitment to scientific literacy, clear communication from healthcare providers, and recognition that public health depends on collective action grounded in rigorous research rather than speculation and fear. Additionally, public health decisions should not be made by those who have ulterior motives and will benefit financially from policy. 

Our third week flew by! 

DRC Pop-Ups
Is your homeschool family looking for opportunities to meet other kids, play games, create art, or do projects together? Plan on meeting our DRC Pop-ups mentor Janine at the Massena Library on Thursday, October. 2nd. 

A few weeks ago, I observed that schools have remained remarkably unchanged over the past two centuries. Among the most entrenched practices is the rigid division by grade level—a system where every six-year-old automatically enters first grade to complete "first-grade work," regardless of their individual readiness or abilities, and so on up till the age of 18. This curriculum, designed around skills deemed appropriate for the mythical "average" child of that age, becomes the universal standard for all children born in the same year. Even the one-room schoolhouses of the 19th and early 20th centuries maintained these grade-level divisions, revealing how deeply rooted this approach has become in our educational DNA.

The fundamental flaw in this inherited system lies in treating arbitrary grade-level standards as natural law rather than human constructs. These carefully crafted lists of age-appropriate skills and knowledge are inventions, not discoveries—artificial frameworks that ignore the biological reality of human development. Every child follows their own timeline, yet our schools operate as if all children should reach identical milestones simultaneously. One size does not fit all. 

Perhaps most troubling is how this system systematically excludes children's natural curiosity, passions, and dreams from their education. I recognize the practical constraints—managing thirty students on individualized learning paths presents logistical challenges that seem insurmountable within traditional classroom structures. The system prioritizes administrative convenience over educational effectiveness.

The consequences are predictable and heartbreaking. A percentage of learners race through material, becoming restless and bored, their potential stifled by artificial ceilings. Meanwhile, others struggle desperately to keep pace, often without receiving the support they desperately need. Some carry undiagnosed learning differences; others simply haven't reached the developmental readiness for the concepts being thrust upon them. Both groups suffer under a system that mistakes uniformity for fairness.

As a side note, when supported and gently encouraged—when they have access to books in subjects that they are attracted to, are read to regularly, and most importantly, are not pushed—late-blooming readers often "catch up" by the time they are assessed in high school. Data often shows little appreciable difference between those who struggled early on and those who didn't.

This issue strikes at the heart of my work, even though I serve homeschooled children who have left traditional public school structures and policies. The problem persists because most educational resources—whether digital platforms or printed materials—continue to carry grade-level labels that follow us beyond institutional walls.

These labels create invisible barriers in learning environments. When children encounter "3rd-grade math" or "5th-grade reading," they don't see educational tools matched to their developmental needs. Instead, they perceive social markers that determine their academic identity and peer standing.

The psychological impact is immediate and profound. A twelve-year-old who would thrive with third-grade mathematics will often reject it outright, choosing frustration over perceived embarrassment or losing interest in learning math altogether. Meanwhile, peers working confidently through eighth or ninth-grade concepts may unknowingly cultivate feelings of intellectual superiority. This dynamic transforms learning from a personal journey of growth into a competitive ranking system that prioritizes external validation over genuine understanding.

At Deep Root Center, we regularly work through this phenomenon—reminding student members who have dyscalculia or other difficulties with math,  as well as other learning difficulties that they can make tremendous progress by working at their optimal challenge level and exploring topics that excite them, while utilizing tools and hacks—instead of being limited by the arbitrary social constructs embedded in educational materials.  We want them to understand that the grade-level system, originally designed to organize institutional learning, is of no use to us; therefore, it is one more construct that we can happily leave behind. 

The Canton Crew had another phenomenal week. We ended with a field trip to my land in Pierrepont to play in the woods. We plan on going off campus every other Friday. The Paul Smith’s VIC is next.  

The Pop-ups Peeps met at the Massena Library on Thursday.  They had fun playing board and card games.
This opportunity is open to any homeschool family. They are meeting next week at the Nicandri Nature Center on Thursday. Learn more here.

This week, I found myself conflicted about what to write. Part of me wanted to dissect the damaging effects of hate-filled rhetoric—how it spreads through influential voices and encourages violence, particularly among young men searching for identity and purpose. The subject felt urgent, demanding attention. 

However, I'm intentionally stepping away from that discussion. The discourse around online radicalization, while necessary, feels saturated with voices far more informed than mine. Instead, I want to turn toward something quieter but no less important: the moments of unexpected glimmers I witnessed over the past five days that brought me joy. Sometimes the most radical act is choosing to document light rather than dissect darkness. 

This first week back with our DRC members has been truly inspiring. While our group is smaller than in previous years, this shift has created unexpected opportunities. The intimate size has allowed us to connect more deeply with one another and establish a strong foundation built on kindness and mutual support.

I envision this core group becoming the heart of our community—a welcoming nucleus that will naturally include new members as they join us throughout the year. By taking time now to solidify our bonds and shared values of respect, kindness, and embracing curiosity, we're creating an environment where every future addition will feel immediately embraced and included.

Thus, the smaller beginning numbers feels less like a limitation and more like a gift — a chance to be intentional about the community and culture we're building together.

This is a short list of examples of joyful glimmers I witnessed from this past week that were woven into our daily routines and shared experiences:

• Our first day consisted of creating our community agreement together and then making lists of activities & projects they all want to investigate. Based purely on the conversation about our agreement, it was very apparent that this crew clearly understands the concepts of respect and kindness.
  
• The daily morning check-ins were a delightful mix of information for the day and straight-up goofiness.
  
• Daily walks after lunch were instituted on our second day; the SUNY Canton trail and the Grasse River are favorite places to explore.
  
• On Tuesday, our chefs created a list of menu ideas and on Friday they put the menu together for next week, based on the ingredients we had in the freezer and cabinets.
  
• Lilly, our apprentice, is reading Holes, aloud - a title chosen by the Book Club members.
  
• The Creative Writing group filled a jar with story-starter ideas for the future.
  
• A spontaneous game of HeadBandz popped up while waiting for lunch one day.
  
• One kiddo invited another, who has a keen interest in bugs (and rarely interacts with others due to high anxiety), to explore an ant colony in a rotten tree trunk, they researched what kind they were, all of their needs, and created a habitat for them. They then spent the remainder of the day hanging out and looking up bug videos on YouTube.
  
• Another teen was deeply engaged in his Algebra II lessons on Khan Academy. He informed me on the first day that he has an ambitious schedule set to finish the class by November. He also told me that he wants to complete highschool in three years.
  
• The Kitchen Sink Science crew completed a density experiment with water, liquid soap, rubbing alcohol, and veggie oil (including hypothesizing the results before beginning) and started building a list of future experiments.
  
• Friday’s walk included a tour through downtown to visit the Canton Farmer’s Market to purchase apples and garlic for the Center with some Farmer’s Market tokens gifted to us.
  

It was a week of firsts and making lists, a time to get to know each other, and to share ideas for the coming year. What strikes me most is witnessing young people discover their own agency. They're not just absorbing curriculum; they're actively shaping their educational journey while weaving themselves into the fabric of our community. Each choice they make—which project to pursue, how to contribute to group discussions, when to offer help or ask for it, or actively including someone who seems uncertain about how to engage with others—becomes a revolutionary act of advocacy for self and others.

This sense of ownership matters deeply. When people feel genuinely seen, heard, and valued for who they are—not who they should become—something protective takes root. Meaningful engagement and authentic connection within a respectful community create resilience against the pull of extremism. Belonging here means less searching for belonging elsewhere, in spaces that might exploit vulnerability rather than nurture growth.

The lists we made this week aren’t just organizational tools; they are maps of possibility, drawn by individuals who are learning to trust themselves and the community they are building together. 

If our first week is anything to go by, we are in for a fun year filled with inspiring moments. 

These sessions are open to any homeschool family in the NoCo. If you are looking for social opportunities - to hang out with other kids to play games, get creative with arts & crafts, work on collaborative an projects, and have cool conversations, check it out.  Janine, our Pop-ups mentor, is looking forward to meeting you and your kids.

Over the years, I have written about the hacks that I’ve developed throughout my lifetime to navigate my learning disabilities and neurospicy quirks. In doing so, my main objective is to debunk the myth that using these tools constitutes “cheating.” We live in a culture that glorifies self-reliance — ”pull yourself up by the bootstraps”— yet expects obedience and conformity. These contradictory values are, at best, confusing and, at worst, detrimental to those who require adaptations and support to truly thrive. 
These contradictions create an uncomfortable internal tension when I take advantage of useful hacks. For example, I've started using Claude AI to elevate my writing. I type “improve” and then paste the paragraph I know needs some help. But each time, it comes with a nagging question about whether I'm compromising my individual voice. Still, when I step back, I recognize this as simply another instrument in my creative arsenal. More often than not, I cherry-pick rather than fully adopt its suggestions. This tool accelerates my learning—each use builds new skills and deepens my expertise. 
In truth, everyone deserves access to adaptations and supports to improve accessibility, not just those who carry an official label. The most common excuse I have heard over the years is that if you provide something to one person, everyone will expect it. My question is, “Why is that a problem?” Helping everyone achieve at their highest level is not a bad thing. I have discovered over these eleven years of working with students in a self-directed learning environment that supporting and encouraging someone in their efforts does not lead to the dreaded laziness, but to a willingness to try harder. I have witnessed the powers of intrinsic motivation expand as each individual discovers the joy of thinking for themselves and reaching goals previously unarticulated. When you help one more person succeed, we all profit.

Our society dedicates vast resources to bureaucratic systems—crafting regulations, administering programs, and gatekeeping access to essential services—yet these administrative expenses, including the costs of punishing those determined to be “swindling,” often surpass what it would cost to simply provide universal access to basic needs. We've created expensive machinery to determine who deserves help, when we could achieve better outcomes by eliminating the gatekeeping entirely.
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In an ideal world, universal access would render specialized accommodation plans obsolete. Instead of navigating complex systems to meet basic needs, every person would receive what they need to thrive. This principle extends far beyond education to encompass all fundamental human needs: healthcare, nutrition, housing, and safety.

Tomorrow, Monday, September 8th, is our first day of the 25/26 year. Digby Doo is excited to have his Peeps back.  And we are looking forward to a fun year filled with tons of exploration and growth. 

Thanks to Chris, the new bathroom is finished with new flooring and a shelving unit!