Expanded Learning programs play a powerful role in creating spaces where every student feels seen, supported, and capable of success. Yet, many traditional approaches to neurodiverse students still rely on deficit-based views of disability. This interactive session invites expanded learning professionals to reframe how they understand and respond to neurodiversity through an equity and access lens. Participants will explore the difference between the medical and social models of disability, examine how trauma and structural inequities shape which students are labeled or supported, and engage in hands-on strategy stations that center belonging, flexibility, and universal design. Attendees will leave with immediately usable practices to reduce barriers, shift language, and foster inclusive environments that work for all learners.