Joy Beyond Speech: Learning, Identity, and Belonging as a Minimally Speaking Autistic College Student Neurodivergent joy in higher education is often defined through the lens of independence, verbal participation, and behavioral compliance. For minimally speaking autistic students, these assumptions can unintentionally limit access, belonging, and authentic engagement. This session centers the lived experience and leadership of Akhil Lad, a minimally speaking autistic college student who communicates primarily through typing, to reframe how joy, learning, and identity can flourish beyond speech. Through typed communication, supported facilitation, and reflective engagement, Akhil shares how alternative communication, sensory regulation, and movement-aware learning environments have shaped his academic participation and sense of belonging. Rather than positioning communication differences as deficits, the session highlights how communication autonomy and respect create conditions for joy—defined as agency, dignity, and the freedom to learn without masking or conformity. This presentation invites participants to examine how higher education systems often equate participation with speech and speed, inadvertently excluding non-speaking and minimally speaking students from full engagement. Akhil reflects on what has enabled him to thrive in college contexts, including trusted communication partners, flexible pacing, interest-based learning, and environments that honor sensory and regulatory needs. These elements are presented not as special accommodations, but as inclusive practices that benefit a broad range of learners. The session also draws connections between regulation, emotional safety, and learning readiness, emphasizing how joy and academic success are intertwined for neurodivergent students. Participants will gain insight into how honoring diverse communication styles supports self-advocacy, mental well-being, and persistence in higher education. Designed as an interactive breakout session, the presentation incorporates live typed responses, guided reflection prompts, and opportunities for audience participation. Attendees will be invited to reflect on their own assumptions about communication, participation, and competence, and to consider how institutional practices can shift from accommodation toward genuine belonging. By centering neurodivergent voice and experience, this session offers higher education professionals a powerful opportunity to listen, learn, and reimagine inclusive learning environments where neurodivergent joy is not incidental—but foundational.