It was early on that my wife and I noticed our daughter exhibited traits that mirrored my own experiences of the world—traits that I later knew pointed to autism. As both educators, we were equipped to provide the specialised care and attention she needed, leading us to decide against seeking an official diagnosis. Instead, we chose to homeschool our neurodivergent children, believing that a tailored educational environment would better support their unique needs and strengths. Our decision was also political; we wanted to empower our children with the choice of whether to adopt the label of “autistic” or “disabled,” allowing them to define their own identities and how they present themselves to the world. In our daughter’s case, despite forgoing a formal diagnosis, there was no question in our minds that she is autistic, much like me, though in her own distinct way (