About Atypical Zebra
I’m Andrea Gallagher, and I am Atypical Zebra.
If our paths are crossing here, it might be that the word “atypical” resonates with you.
If you hang out with me long enough, you’ll find that I really like words and definitions. The Cambridge Dictionary defines atypical as “not having all the characteristics that you would usually expect from a particular group of things” or “not typical; different from most others of its type.”
As a late diagnosed AuDHD’er (autistic and adhd), I spent the first 50 or so years of my life trying to figure out how to fit in, and failing spectacularly.
Self-identification and the privilege of formal diagnosis have helped me to recognize that being on the outside isn’t the negative that I thought it was. I have consistently been able to notice patterns others miss and approach problems from unusual directions.
I am uniquely positioned to mentor others who are coming to this self-awareness, or starting to push back against how things are “supposed to be.”
My professional experience includes 25 years in the classroom: public school and private, special education and general, with students of all ages and ability levels.
In all of my time as a teacher, I have NEVER met a student who is lazy or unmotivated. I have NEVER met a student who didn’t want to learn.
Unfortunately, I have also NEVER met an autistic or neurodivergent student whose unique needs are met in a traditional education setting. I work closely with students to help them identify their strengths and support needs in order to become their own best advocates.
My formal education includes BA and M.Ed. degrees. My informal education extends much more broadly and deeply, with passionate dives into topics that are important to me at any given moment.
Current and ongoing areas of active research include:
self-directed education & liberated learning centers
nervous system co-regulation
demand avoidance and low-demand approaches
school “refusal”
autism and neurodiversity
trauma-informed education
Red Hot Chili Peppers (the band, not the produce)
I am always seeking to amplify Autistic-led research and translate pedagogy into practical applications.
