On our Founder's Day, 09 July, 2025 , Team The CHINI Trust organized a powerful and emotionally resonant  online panel discussion titled “Instinct and Inclusion in Neurodiversity.” The event brought  together international experts, educators, psychologists, and changemakers to explore how  inclusion can be more than a principle- an instinct rooted in empathy, respect, and practical action. 

The session began with Dr. Nayan Mitra, Trustee at The Chini Trust (Chini's mother) where she reflected on Chini’s enduring vision: creating a world where  neurodivergent individuals are not merely accepted, but celebrated. Dr. Mitra emphasized  the Trust’s ongoing work in mental health advocacy, inclusive education, and ethical  engagement. She also revisited the First Annual Lecture held on February 9, 2025, titled  “Education, Consent, and Disabilities: Creating Connections through Ethical  Commitments,” which marked a turning point in the Trust’s programming and outreach. 

To further this mission, new scholarships and a memorial prize was announced during the session,  designed to support individuals working in inclusive fields- The Parul Bala Sen Scholarship  for special educators, The Will Ferry Soccer School Scholarship – for inclusive sports  trainers, The Gentle Giant Initiative – for ecological and systemic inclusion and The Renu  Dasgupta Memorial Prize – recognizing outstanding contributions to inclusive practices.

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Following this, Ms. Meeta Sengupta, newly inducted board member and co-moderator, opened the panel with a powerful message: every individual is uniquely wired, and 

difference itself holds purpose. She set the tone for the conversation by calling on society to  not merely accommodate neurodiversity- but to reframe it as a strength. 

​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, Penn State, and a neurodivergent educator.

 

Dr. Bernstein discussed attribution theory and its relevance to inclusion—arguing that we  often judge neurodivergent behavior through an unfair, deficit-focused lens. Instead of  asking neurodivergent individuals to change, he emphasized the importance of changing  systems to be more accommodating and supportive. He stressed that the goal isn’t to “fix”  neurodivergent individuals, but to better understand and include them. 

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Mr. Ferry, drawing from his work in sports, shared how inclusive participation transformed  students’ confidence and sense of belonging. His focus shifted from “supporting” to simply  inviting and including, showing how powerful access and visibility can be for neurodivergent  youth. He reflected that participation itself proved to be transformative. 

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Dr. Deger offered a deeply personal perspective, sharing her experiences as a person with  ADHD and other neurodivergent traits. She questioned the use of the word “deficit,”  suggesting that neurodivergent brains often process more, not less. She advocated for  responsive teaching strategies—such as allowing hand-fidgets, offering recorded lectures,  and creating flexible classroom environments. Her approach, rooted in lived experience and  research, calls for educators to slow down, give students language to describe their internal  experiences, and teach without rushing to label. 

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The panel was then invited to respond to questions about the challenges they face and the  changes they wish to see. Their answers were grounded in a common call for institutional  accountability and adaptive environments rather than expecting neurodivergent individuals  to adjust. 

In a particularly engaging moment, Ms. Meeta asked each speaker: “What is your first  instinct toward neurodivergent individuals, and how do you ensure others act inclusively  too?” 

Paul Ferry responded: “Instinct is built with experience.” He advocated for personal, one on-one engagement even in group spaces, to truly understand and adapt to each learner’s  needs. 

Dr. Deger described her creative approaches—like “pause-and-restart,” open Zoom links,  and recorded sessions—which ensure students with varied learning styles aren’t left  behind. 

Dr. Bernstein reminded educators to stretch their own comfort zones, creating  environments that don’t just tolerate difference, but embrace it.

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During the Q&A segment, one attendee asked if a universal template for inclusion could  ever exist. Ferry responded wisely- 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 concluded 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 80 participants from India, the UK, USA, Australia, and beyond, this event  marked a significant step forward in global conversations on neurodiversity. It was not just a  panel, but a collective affirmation that inclusion is not optional. It’s not a box to tick. It’s a  practice, a perspective, and above all, an instinct—one that must be nurtured in  education, policy, sports, and everyday life. 

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