Teachers can use strategies that increase inclusive interactions to facilitate positive classroom culture and belonging. This paper introduces the Framework for the Study of Micromoments, which was partially based on findings from a Moving Content Analysis and designed to support teacher professional learning (PL). PL framework activities support teachers in identifying micromoments, which are surprising, unexpected moments in learning contexts, reflecting on micromoment trajectories, assessing neurotypical assumptions and ableist practices during micromoments, and envisioning changes in practice. Specific activities will be introduced along with a strategy for forming professional learning communities (PLC) in a third-space where individuals with lived neurodivergent experience are co-learners/co-teachers. Beginning with school memories and moving to future possibilities, micromoment study can shift educator perspectives and practices.