Autistic people are advocating for changes in how we support neurodivergent children in schools. Instead of trying to make Autistic students conform to neurotypical expectations, we need to better understand and accommodate them.  The neurodiversity paradigm views autism as a different way of being (Houting, 2019). Autistic people may think, process senses, move, communicate, and socialize differently. They do not need to be “fixed” or cured but rather accommodated to have their individual needs met. Autistic people are sharing that compliance-based approaches are harmful because they force the student to mask rather than have their needs met. Masking can lead to anxiety, depression, trauma, and suicidality in Autistic adults (Chandler, 2024; Prizant & Finch, 2022; South et al., 2021).  Instead of compliance-based approaches, Autistic people are advocating for neurodiversity-affirming approaches that support Autistic students by embracing their strengths, meeting their sensory and emotional regulation needs, providing access to robust communication methods, providing access to accommodations, and supporting their mental well-being in an inclusive school environment. Support of neurodivergent students in school should focus on their well-being, positive mental health, autonomy, self-determination, and self-esteem (Autistic Self Advocacy Network, n.d.; Forbes, 2024; Therapist Neurodiversity Collective, n.d).

As a school-based occupational therapist, I have supported Autistic students and families at all grade levels for over 30 years. I currently work in an inclusive public preschool program with a diverse group of Autistic students. In the past, our program used compliance-based approaches, which often led to students becoming dysregulated. Thanks to Autistic advocates sharing their lived experiences and why compliance-based methods are harmful, our preschool team shifted to neurodiversity-affirming and trauma-informed approaches. We focus on relationships, connection, regulation, meeting sensory needs, providing access to robust communication, and providing accommodations. Our students are more relaxed, regulated, connected, joyful, and actively engaged in school activities. I used compliance-based strategies in the past because I believed I was helping the child.  I now know better.

As Maya Angelou said, “We do the best we can and when we know better, we do better.”

Wherever you are on your journey toward becoming neurodiversity-affirming, thank you for reading. This article will discuss approaches, accommodations, and strategies to support Autistic students based on the advocacy of Autistic people. Most of the citations are from Autistic researchers, Autistic advocates, and Autistic-led organizations. Starting with just one or two strategies could make a positive difference.

Listen to Autistic people

The approaches and accommodations suggested here are compiled from listening to a large and diverse group of Autistic people who share their experiences through articles, books, research, presentations, conferences, blogs, websites, TED Talks, podcasts, videos, webinars, and social media. Learning firsthand from Autistic perspectives helps educators, families, and caregivers to understand the autistic experience from early childhood through adolescence and into adulthood (Dorsey et al., 2020). In addition to peer-reviewed research, we should consider the lived experience of Autistic people as evidence-based practice. Resisting ableism requires acknowledging and honoring disabled people’s experiences and expertise (Donaldson et al., 2022). When we learn from Autistic people, we can unpack our prejudices and “adopt a better-informed paradigm that sees Autistic people as whole, thinking, feeling, empathetic, and autonomous people deserving of the same privileges, rights, and dignities afforded to others” (Neuroclastic, n.d., para. 5). The Autistic Self Advocacy Network (n.d.) has provided a white paper on autism interventions to guide educators and providers, For Whose Benefit?: Evidence, Ethics, and Effectiveness of Autism Interventions. According to the white paper, the Autistic community has ethical concerns with how compliance-based approaches try to “normalize” Autistic children by teaching them to hide their autistic traits. Hiding autistic traits has been linked to worse mental health outcomes and increased suicidality in Autistic adults. When children are forced to comply rather than meet their needs, they miss out on developing important life skills, self-determination, and self-esteem.

Presume competence

Presume competence with all students, including non-speaking students. Many non-speaking Autistic people have verbal apraxia of speech, which is a motor impairment, not an intellectual impairment. Some non-speaking students have been incorrectly diagnosed with intellectual disabilities because they did not have access to a robust communication system (Niemeijer, 2021). When speaking to Autistic children or in front of them, assume that they understand everything you say. Give them access to grade-level curriculum. Treat them with the same dignity and respect that you would treat another child their age (Hammond, T. 2024).

Watch the documentary This Is Not About Me and the short films See Us. Hear Us.  and LISTEN. This Is Not About Me tells the story of Jordyn Zimmerman, a non-speaking autistic woman whose teachers believed she was unable to understand or learn because she did not have a way to communicate. She was frequently restrained and secluded at school because the adults misunderstood her behaviors.  At age 18, she was given access to robust augmentative and alternative communication (AAC) and graduated from high school. She went on to earn her bachelor’s degree in education from Ohio University and a master’s degree in education from Boston College. She is currently the chair of the Board of Directors at Communication First, an organization dedicated to protecting the rights, autonomy, opportunity, and dignity of people who cannot rely on speech alone to communicate.

Honor all forms of communication

Honor all forms of communication and never require an Autistic child to communicate in a certain way (Blanc et al., 2023). Honoring all forms of communication means acknowledging and responding to gestures, facial expressions, pointing, signing, body language, pictures, AAC, writing, drawing, texting, scripts, video clips, the child leading the adult, etc. While honoring all forms of communication, we can model other ways to communicate without requiring the child to communicate in a certain way. Honoring all forms of communication, including the child’s protest or saying “no,” builds self-advocacy skills (Dorsey, R. 2022) and builds trust between the student and adult.

Promoting all types of communication supports a child’s communicative choice, agency (control of one’s own actions), self-determination, and mental health (Donaldson et al., 2022; Prizant & Finch, 2022). Picture Exchange Communication (PECS) is a compliance-based program where the adult withholds desired objects and/or food until the targeted behavior is achieved (Zachos, 2023). Requiring students to communicate in a certain way creates stress and makes communication feel like work, which leads to dysregulation. Children communicate best when they feel safe, connected, and regulated. Instead of using PECS, honor all forms of communication, model without expectation, and support the development of a child’s self-advocacy skills.

Build trusting, collaborative relationships and focus on connection over compliance

Children need to feel safe, connected, and regulated for optimal learning (Delahooke, 2019; Desautels, 2020). When children feel safe, their nervous system isn’t in survival mode, it’s free to explore, learn, and grow (Diekman, 2024). A supportive, collaborative relationship builds trust and connection with the student, which supports the student’s regulation and participation in school activities. When a student is having a hard time, a trusted adult can help the student by connecting, co-regulating, and providing relational support. Compliance-based approaches do not build trust because they are controlling and coercive in nature and force the student to comply rather than have their needs met. 

Understand the effects of masking on Autistic people

“Masking” is when Autistic individuals consciously or unconsciously change their behaviors to meet neurotypical expectations and/or to avoid harm (Miller et al., 2021). Compliance-based methods are harmful to Autistic students because they cause the student to mask rather than have their needs met. Masking can lead to anxiety, depression, trauma, and suicidality in Autistic adults (Chandler, 2023; Miller; Prizant & Finch, 2022; South et al., 2021). Instead of compliance-based approaches, Autistic people are advocating for neurodiversity-affirming approaches that empower Autistic students to learn in the ways that work best for them.

Learn from Autistic people who experience intersectionality:

It is important to understand intersectionality between disability, race, gender, and sexual orientation. Listening to Autistic people who experience intersectionality helps us better understand our students. Tiffany Hammond is a Black, Autistic mother, advocate, and storyteller who shares her personal experiences with autism and parenting two Autistic boys on her social media accounts and website, Fidgets and Fries. She wrote the children’s book A Day With No Words about her non-speaking son, who uses augmentative and alternative communication (AAC) to communicate. She discusses what families of autistic kids wish providers knew on the Two Sides of the Spectrum podcast.

Tiffany Joseph is a Black, Autistic mother to neurodivergent children who discusses intersectionality on her social media accounts (@nighfunctioningautism) and on the Two Sides of the Spectrum podcast,  From Shame to Empowerment.

Timotheus Gordon, Jr. discusses racism and disability and provides advice for therapists/educators working with BIPOC autistic people on the podcast Being Black & Autistic.

Provide access to robust Augmentative and Alternative Communication (AAC)

Students who are non-speaking or unable to rely on speech alone to communicate need access to robust AAC (Communication First, 2024). Speech Language Pathologists (SLPs) are the experts in communication and are central to screening, assessment, and intervention for persons requiring AAC supports (ASHA, n.d.). High-tech AAC includes an iPad with a communication app(s) that includes all 26 letters. Low-tech AAC includes core language boards, pictures, signing, texting, magnet letters, whiteboards, typing, etc. AAC should be modeled by adults throughout the day without expectation. Rewards, incentives, withholding, and other compliance-based strategies should not be used to get a child to communicate (McLaughlin, 2022). There are no prerequisites for AAC (ASHA). AAC does not hinder the development of spoken communication and actually supports it (Zachos, 2024). Children may explore an AAC device by hitting the same word repeatedly, and that should be allowed (Zachos). Just like neurotypical children babble before speaking, Autistic students need time and opportunities to play and explore an AAC device. Even if a student does not appear interested in an AAC device, adults should continue to model without expectation so the child sees it as a method of communication.

Many Autistic people speak some of the time and use AAC at other times due to motor and regulation differences. Some days speaking may come more easily and other days it may be more difficult or impossible (Ferrell with Zisk, 2024). Providing AAC allows a child to communicate when they can’t access spoken language (Erin, 2024). Autistic students should have access to a variety of ways to communicate their needs, and one way should not be valued over another way. Even though a child uses one method of communication some of the time, they should not be expected to use it all of the time (Ferrell with Zisk). Speaking Autistic adults encourage families and professionals to promote and accept all communication as equal to ensure opportunities for children to develop robust communication without stigma (Donaldson et al., 2021). Normalize the use of AAC by including books in the classroom, such as A Day With No Words by Tiffany Hammond, and allowing all students to access and explore AAC devices (Donaldson et al., 2022).

Learn about Gestalt language processing

Many Autistic students are gestalt language processors (GLPs) and learn language in chunks or scripts (Communication Development Center, n.d.). GLPs use echolalia and scripts to communicate and may speak with the same intonation as the original speaker. Scripting and echolalia should be honored as communication and should not be ignored or corrected (Blanc et al., 2023; Prizant & Finch, 2022; Zachos, 2022). GLPs are often very musical, and they may be able to sing songs even when they are not yet using mouthwords (Zachos, 2024). Speech-language pathologists with expertise in gestalt language processing can support best practices for GLPs. Establishing trust and connection with the child is the most essential support for gestalt language development (Blanc et al.). GLPs pick up language that is meaningful to them naturally by hearing it rather than being prompted (Zachos, 2024). GLPs who use AAC may benefit from meaningful phrases and scripts being added to their device rather than only single words. Gestalt processing is a neurological processing style, and this style affects how Autistic people engage in communication, meaningful activities, routines, and relationships (Selvaggi Hernandez, 2024). When supporting GLPs, it’s important to acknowledge the value of their whole experience, including the language, environment, sensations, and emotion behind their gestalts (Blanc et al., 2023).

Co-regulate with students and do not use planned ignoring

Co-regulation is when an adult supports the child in managing their emotional needs through warm and responsive interactions and modeling (Mahler, 2023). Children develop self-regulation through experiencing big emotions with the support and validation of a regulated adult. This requires that the adults are aware of their own regulatory needs and can access regulation strategies (Desautels, 2020). When a student is showing signs of dysregulation, trusted adults can connect with the student, facilitate a safe space for the child to have their feelings, and use their own state of regulation to support the child (Ferrell with Sherman, 2020). The adult can acknowledge and validate big emotions without condoning the behavior. The adult is curious about the child’s needs and provides access to sensory and emotional regulation strategies.

Planned ignoring is a compliance-based strategy where the student or a behavior is ignored until the student complies. By ignoring the behavior, the underlying need is not met, and a skill is not taught (Beaudet, 2024). Instead of planned ignoring, co-regulate with the student (Hammond, E., 2024). When the student is regulated, we can teach new skills.

Set limits and boundaries for safety in a supportive, collaborative manner

Neurodiversity-affirming approaches provide boundaries and limits for safety and to protect the learning of others. The adults set boundaries and limits in a supportive, collaborative manner. We can validate a student’s emotions and experience without condoning behavior that is unsafe or interferes with the learning of others.

If a student is being unsafe or interfering with the learning of others, we are curious about their needs, co-regulate with them, validate their experience and emotions, modify the environment and/or task, and provide accommodations.

Instead of managing behaviors, we support regulation through connection, co-regulation, accommodations, and meeting the student’s needs.

Allow stimming

Many Autistic people stim to support their regulation, express emotions, express stress or discomfort, and express joy and excitement (Marnell, 2024). Stimming may provide sensory input or have meaning to the student that others are not able to see (Joseph, 2024). Stimming should be allowed as long as it is safe and does not interfere with the learning of others. When we restrict stimming, we are restricting strategies that help the child to regulate and communicate (Ferrell with Selvaggi-Hernandez, 2020).

Under a compliance-based approach, a student may be rewarded for sitting still with quiet hands. Autistic advocates share that when they are forced to sit still, they are only focusing on sitting still and are not able to listen and participate in learning activities. When allowed to stim, move, and use their hands, they are better able to listen, learn, and participate (Hammond, E. 2024). In a classroom, this could look like a student fidgeting with an object, rocking back and forth, looking out the window, or flapping their hands during teacher instruction and learning activities. Accommodate and allow stimming to support the student’s regulation and participation.

Meet sensory needs

Autistic people have differences in sensory processing. Sensory differences can make the school environment feel overwhelming (Chandler, 2024). Some children are sensory seekers, and some are sensory avoiders. A child may seek some types of input and avoid others.

The goal is not to desensitize children to things that are aversive but rather to accommodate their needs.

An occupational therapist can help determine individualized sensory accommodations. Providing access to a quiet space, noise reduction headphones, earbuds with music, movement, swinging, natural lighting, alternative seating, sensory bins, deep pressure, and tactile activities are examples of sensory accommodations. Sensory accommodations should never be withheld or used as a reward. Rather than changing the child, we accommodate them by meeting their sensory needs.

Respect body autonomy and do not use hand-over-hand assistance

Respect body autonomy and do not use hand-over-hand assistance except for safety or with the child’s consent (Evita, 2024; Joseph, 2021; Therapist Neurodiversity Collective, n.d.). Hand-over-hand assistance is using your body to manipulate a student’s body. It is taking a child’s hand and moving it to perform an activity. Disabled students are at a higher risk for sexual abuse (Douglas & Sedgewick, 2024). When we use hand-over-hand assistance to make them comply with a demand, we are teaching children that adults can control their bodies.

Instead, we want to teach self-advocacy skills so that they can say no and be heard.

Teach kids they have a right to control their own bodies and how they participate in an activity. By respecting the student’s choices, we foster mutual trust, value their freedom to express themselves, protect them from potential abuse, encourage independence, and support self-determination (Dorsey et al., 2020).

There are a variety of alternatives to hand-over-hand assistance. If teaching a new motor skill, the educator can use hand-under-hand assistance so that the child can experience the movement but is always free to pull away (Joseph, 2021). To help a student initiate an activity, hand them an item to get started. Model what you want them to do. Use visuals to help the student understand what is expected. Use a first/then board to help a child understand the schedule (but not to withhold something from them). Offer the student a choice in how to participate in the activity. If the student is still struggling to complete a required task, modify the environment or the activity by shortening it or incorporating the child’s interests. Video modeling is another good strategy to show a child how to participate in a new activity. Social stories can prepare a child for a new activity or routine and decrease anxiety around new experiences. They should always include the perspective of the child (rather than only the neurotypical expectation), include accommodations, and teach self-advocacy (Erin, 2024; Vance, 2020). If you need to use hand-over-hand assistance, ask for the child’s consent and/or let them know it’s for their safety.

Allow access to food, drink, and bathroom throughout the day and support interoception

Interoception describes the senses we receive from inside our body that tell us if we are hungry, thirsty, tired, anxious, in pain, need the bathroom, etc. Interoception influences our self-regulation, mental health, and social connection (Mahler, n.d.). Many autistic people have differences in interoception and may not be aware that they are hungry, thirsty, or need the bathroom until the signals are strong and they feel uncomfortable (Marnell, 2024).

Allowing access to food, drink, and the bathroom when the child requests it helps the child meet their biological needs and teaches self-advocacy skills. Ensuring that the child is not hungry, thirsty, or in need of the bathroom helps the child maintain a regulated state. Allowing access when the child communicates their needs builds a trusting relationship. We can model self-talk around interoception to help students understand and interpret internal body signals and develop interoceptive awareness (Gaddy & Crow, 2023).

Allow access to special interests, incorporate them into learning activities, and get rid of rewards and incentives

Autistic people describe the joy and regulation they experience when engaging with their special interests (Hammond, E, 2024; Rogers, 2024). Under a compliance-based model, students often need to earn their special interests. Using a neurodiversity-affirming model, we should never withhold a child’s special interest to gain compliance (Dorsey, R. 2022).  

Instead of having students earn their special interests, incorporate them into learning activities (Gaddy & Crow, 2023). This builds intrinsic motivation, active engagement, and regulation. Get rid of rewards, reinforcements, sticker charts, and token boards. Do not withhold things the child needs to be regulated, including special interests, connection, free play, recess, sensory breaks, and movement. Instead, incorporate the child’s interests into learning activities and give students access to outdoor time, free play, sensory accommodations, and connection with trusted adults to support their regulation. When these things are withheld as a consequence or punishment, the student’s regulation needs aren’t met, leading to more stress and dysregulation.

Allow access to comfort items

Many Autistic people use a comfort item or object to support their regulation. When we require them to leave their comfort items at home or in their locker, we increase stress and dysregulation.

Allowing students to carry comfort objects with them rather than requiring them to be put away supports regulation.

If the child needs to use their hands for an activity, the items can be placed in a container next to them.  Under a compliance-based approach, special interests and comfort items may be viewed as too distracting and are forced to be put away, which creates stress and dysregulation for the student. When a student knows they can access these items as needed, they are more relaxed, regulated, and ready to learn.

Do not require eye contact

Many autistic people describe eye contact as being uncomfortable or even painful. When being forced to make eye contact, they are less able to listen and interact with another person. Allow Autistic students to look away, look out the window, or do something with their hands during teacher instruction and do not require eye contact (Evita, 2022).

Join in autistic play rather than change it

Autistic play is play and should be encouraged, valued, and respected (Chandler, 2023). Rather than changing the way a child plays, we can join them, follow their lead, and share joy through play (Evita, 2024). Play is self-expression and should be chosen by the child. Don’t impose value on what type of play is functional. Under a compliance-based model, educators may try to change the way an Autistic child plays to make play more “functional.” Some Autistic children enjoy lining objects up or doing repetitive actions with a toy. Many Autistic adults share that lining objects up is regulating and has meaning to them (Ferrell with Selvaggi Hernandez, 2022).  Instead of changing the play activity, follow the child’s lead, join in, and be curious about what the child enjoys. Incorporate the child’s interests when offering new play activities.

Provide access to handwriting accommodations

Some Autistic students have differences in motor planning that affect their ability to perform fine motor tasks, including handwriting. They may be able to perform a fine motor task one day and have difficulty with the same task on another day (Eckerd, 2021; Marnell, 2024). Autistic students should have access to handwriting accommodations that they can choose to use, such as typing, speech-to-text, writing on a whiteboard, magnet letters, etc. (Marnell, L. 2024). When writing becomes about handwriting, writing progress frequently stalls because of motor planning difficulties (Ferrell with Farrall, 2022). When we provide accommodations, students can create text and demonstrate their knowledge in the way that works best for them. Instead of prioritizing handwriting, provide handwriting accommodations.

Provide supports for transitions and understand monotropism

Autistic people have different learning and attention styles that can make transitions difficult. The theory of monotropism describes the way Autistic people process sensory information, engage with something in order to give it full attention, and transition from one thing to another (Rose, 2022). When in a state of “flow,” an Autistic student may have difficulty disengaging from an activity.

Rather than forcing compliance, adults can accommodate the student. 

Autistic children benefit from preparation for transitions, which includes using a visual timer, giving a verbal cue, and showing a visual schedule. Autistic people sometimes need extra time and space to transition. Provide a transition object to take to the next activity (Marnell, 2024). Hand the child an object to begin the next activity (such as handing them a block to put in the bucket when it’s time to clean up).

Structure the environment and provide visual supports

Set up the environment so that the student can see what is expected. If there are objects or activities you do not want the child to access, make sure they are out of sight. As much as possible, maintain an organized, clutter-free space with visuals for where things go. Consider how the environment can meet sensory needs and how the environment may be causing dysregulation. Visual supports include visual schedules, visual checklists, pictures, closed captions on videos, and the visual presentation of an activity. Many autistic people process visual instructions better than spoken directions. Using a visual schedule helps the student know what to expect and supports regulation (Marnell, L. 2024). If a student is dysregulated, writing or typing them a message instead of speaking to them may be helpful. Setting up activities in a way that the student can visually understand what is expected of them helps the student initiate the task (Ferrell, 2024). Turning on closed captions on videos can help autistic people focus on the words and better attend to what is happening in the video (Chandler, 2024).

Learn about the Double Empathy Problem and stop “social skills training”

Damian Milton (2012), an Autistic researcher, describes the Double Empathy Problem. Autistic people and neurotypical people socialize differently. Autistic people’s attempts at connection are often misunderstood by neurotypical people. Not making eye contact, sharing deeply about special interests, and wanting structure and routine in relationships are all autistic ways of connecting that may be misunderstood by neurotypicals (Chandler, 2024).  Autistic people do well socializing and communicating with other Autistic people, and neurotypical people do well with neurotypical people. Miscommunication and breakdowns often occur between Autistic people and neurotypical people.

The burden should not be on one group to change (Hammond, E, 2022). Instead of social skills training for Autistic people, we can educate both groups about differences. Rather than social skills groups, bring students together around their interests (Ferrell with Selvaggi Hernandez, 2020). In this natural context, we can support perspective-taking, problem-solving, understanding, and acceptance while honoring social communication authenticity (Therapist Neurodiversity Collective, n.d.). Autistic children can experience joy and connection by participating in their interests next to another child who is also participating in their interests (Hauser, 2024).

Provide access to alternative seating or standing

Autistic people share that when required to sit still and look at the teacher, all of their effort and energy goes into sitting still, and they are unable to listen and learn (Hammond, E). Autistic students need access to alternative seating and standing instead of being required to sit still and look at the teacher. In a classroom, this could be allowing the child to sit or stand away from the group, use a bouncy cushion, use a sensory bin at a table, use a fidget tool, or take a walk around the classroom during teacher instruction. As long as the child is safe and not interfering with the learning of others, allow access to the way the student learns best.

Learn about pathological demand avoidance (PDA)

Pathological demand avoidance (PDA), also coined “persistent drive for autonomy” by some Autistic people, is a profile of autism that is gaining recognition in the United States. PDA individuals have a highly sensitive nervous system that triggers a threat response to demands (PDA North America, n.d.). Strategies to support students who experience PDA include building trusting relationships, increasing connection and decreasing demands when a student is dysregulated, increasing autonomy by providing the student choices in how to participate and using declarative language (Ferrell with Diekman, 2021).

Support a positive Autistic identity 

Support a child in developing a positive Autistic self-identity by allowing the child to be authentically themselves and embracing their strengths and differences (Selvaggi Hernandez, 2020). Have positive conversations about neurodiversity, accommodate and normalize differences, and provide books, media, and content that showcase neurodiversity (Hammond, E.2024). Empower Autistic students by arming them with the knowledge, tools, and strategies to navigate the world as they are (Autism Level Up, n.d.)

Resources for neurodiversity-affirming IEP goals and accommodations

When writing Individualized Education Plans (IEPs), consider neurodiversity-affirming accommodations and goals. Instead of deficit-based goals, write strengths-based goals that foster a student’s well-being rather than burnout (Ferrell with Dorsey, 2024). Goals should focus on supporting a student’s autonomy, self-advocacy, self-determination, and well-being (Dallman et al., 2022). Rachel Dorsey, an Autistic speech-language pathologist, offers a course on Goal Writing for Autistic Students. Dr. Lisa Marnell, an Autistic occupational therapist, offers a neurodiversity-affirming goal bank and accommodations on her website, Kids Master Skills. Emily Hammond, an Autistic speech-language pathologist, offers neurodiversity-affirming IEP accommodations at Emily Hammond -NeuroWild. The Therapist Neurodiversity Collective, an Autistic-led organization, provides free and affordable public education and resources on neurodiversity-affirming and trauma-informed practice. Autism Level Up has created the manual, Energy: The-framework-tools-strategies-logic-to-support-regulation, to help support regulation. Neuroclastic, a collective of Autistic people, provides free resources, including a neuroinclusive children’s story, Room For Us All (Vance, 2020).

Share resources with others

Change can be hard when you are working within a school that uses compliance-based approaches. Here are some suggestions for creating change:

• Share resources with colleagues and administrators and discuss new learning
• Start a book study group or join an AASR book study group
• Watch the documentary This is Not About Me with colleagues
• Amplify Autistic voices and lived experience
• Share Alliance Against Seclusion and Restraint podcasts
• Join committees that make decisions about social-emotional learning, behavior management, and multi-tiered supports
• Build relationships with the people who make decisions in your school and district
• Offer to present a training
• Empower parents to advocate for their children
• Include books about neurodiversity in classrooms and libraries
• Model neurodiversity-affirming, trauma-informed, relationship-focused, neuroscience-aligned, and collaborative approaches with your students. Others will see the difference!

Listening to and learning from Autistic people is how we can best understand and meet the needs of our neurodivergent students. Lived experience is an important part of evidence-based practice. We should all be working toward understanding, accepting, and accommodating Autistic students to promote their positive mental health, well-being, autonomy, and self-determination and to help them reach their full potential.

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Donaldson, A., corbin e., Zisk, A., & Eddy, B (2022). Promotion of communication access, choice, and agency for autistic students. Language, Speech, Hearing Services in Schools, Volume 54, pages 140-155. https://doi.org/10.1044/2022_LSHSS-22-00031

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Erin,[@spinsandstomps](2024 April 10) My daughter is a big time sensory seeker and loooves farm animals. We thought therapeutic horseback riding would be a great fit. [Video]. Instagram. https://www.instagram.com/reel/C5mOtXSPsXD/?igsh=MW1nMHYyMWJ6ODdueA==

Evita, D [@adimeofot] (2024 March14) If you don’t remember anything else about hand-over-hand in therapy- make consent a priority! [Photo]. Instagram. https://www.instagram.com/p/C4g3bdsxd65/?igsh=MWVpMHV0d29sNXU2Zw==

Evita, D [@adimeofot] (2024 January 23) When we model flexibility for our clients, so much joy and creativity can happen! Join in on the fun [Video]. Instagram. https://www.instagram.com/reel/C2dfaL1xdRE/?igsh=dzVjeGY2NG9ydmU1

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Ferrell, M (2024 July 17) Episode 98: Part-time AAC Use, Interview with Dr. Alyssa Hillary Zisk [Audio podcast episode] in Two Sides of the Spectrum podcast. https://learnplaythrive.com/podcasts/98-part-time-aac-use-with-dr-alyssa-hillary-zisk/

Ferrell, Meg (2024 May 1) Episode 93: Strengths-based goal writing with Rachel Dorsey [Audio podcast episode] in Two Sides of the Spectrum Podcast. https://learnplaythrive.com/podcasts/93-strengths-based-goal-writing-in-action-with-rachel-dorsey/

Ferrell, Meg (2023). Episode 80: What families of autistic kids wish providers knew with Tiffany Hammond [Audio podcast episode] in Two Sides of the Spectrum podcast. https://learnplaythrive.com/podcasts/80-what-families-of-autistic-kids-wish-providers-knew-with-tiffany-hammond/

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Ferrell, Meg (2021 July 7) Episode 28: Being Black and Autistic: Mental health, bias, and alternatives to police intervention with Timotheus Gordon [Audio podcast episode] in Two Sides of the Spectrum podcast. https://learnplaythrive.com/podcasts/being-black-autistic-mental-health-bias-and-alternatives-to-police/

Ferrell, Meg (2021 Dec) Episode 60: How to reduce adult demands to increase autistic joy with Amanda Diekman [Audio podcast episode] in Two Sides of the Spectrum podcast. https://learnplaythrive.com/podcasts/60-how-to-reduce-adult-demands-to-increase-autistic-joy-with-amanda-diekman/

Ferrell, Meg (2020 November 4) Episode 13: Trauma sensitive OT practices with Elizabeth Sherman [Audio podcast episode] in Two Sides of the Spectrum podcast. https://learnplaythrive.com/podcasts/trauma-sensitive-ot-practices/

Ferrell, Meg (2020 December 2) Episode 15: Promoting positive autistic identity with Sarah Selvaggi Hernandez [Audio podcast episode] in Two Sides of the Spectrum Podcast. https://learnplaythrive.com/podcasts/promoting-positive-autistic-self-identity/

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Gaddy, C. & Crow, H. (2023). A primer on neurodiversity-affirming speech and language services for autistic individuals. Perspectives of the ASHA special interests groups, Vol.8, pages 1220-1237. https://doi.org/10.1044/2023_PERSP-23-00106

Hammond, E [@neurowild] (2024 August 4) Co-regulation with this child might involve… [Photo]. Instagram.  https://www.instagram.com/p/C-RVprgPdUj/?igsh=MTkwbHMwNHN0MWtoMQ==

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