"Hearing Autistic Voices"

It's critical that we ground ourselves in the important work of building neuroaffirming classrooms with the help of lived experiences from the autistic community. Last year, Brightworks, in partnership with the Minnesota Leadership Education in Neurodevelopment Disabilities (MNLEND) and the Autism society of MN, completed a project titled "Hearing Autistic Voices". Through this work, they were able to interview 20 autistic individuals between the ages of 16-26 about their experience in education.

Throughout these interviews, the team was able to pinpoint some overarching messages that will help guide our practice in the classroom.

The interviews made it clear that every person’s experience is unique; there is no single story that represents all. Each perspective reflects only individual experience, underscoring the importance of listening to students directly. Autistic individuals shared a desire to feel included and treated like their peers while having their strengths recognized and their challenges supported. Above all, they affirmed the importance of learning in the least restrictive environment, with success rooted in intentional, structured, and individualized plans.

These insights are powerful but what do they look like in practice? To dig deeper, participants were asked targeted questions to share guidance and strategies for how educators can better support autistic students in the classroom.

When asked what educators should understand about autism, autistic individuals shared powerful insights into their experiences, needs, and hopes in education. The following summary highlights the key themes from their responses.

Educators play a vital role as allies for autistic students. It’s important to understand that autism looks different for every individual—what works for one student may not work for another—so individualized support is essential. Autistic students want to be treated as equals, accepted by peers, and not judged by labels like “high” or “low functioning.” Many face challenges with social interactions, bullying, communication, and the extra effort it takes to complete schoolwork, which can sometimes go unnoticed. They may also struggle to ask for help, making regular teacher check-ins especially valuable.

Despite these challenges, autistic individuals often bring empathy, sensitivity, strong observation skills, and intelligence that deserve recognition. Educators should avoid assumptions, seek high-quality and current information about autism, including first-person perspectives, and consult experts when needed. Understanding masking is also crucial: while some students suppress autistic traits to fit in or stay safe, masking is exhausting and can impact well-being. Above all, educators should approach students with openness, respect, and a commitment to truly seeing and supporting the whole person.

The insights shared by autistic individuals highlight not only the challenges they face in education but also the unique strengths and perspectives they bring to the classroom. Understanding these experiences is the first step, but turning this understanding into practical strategies is what truly supports students.

Below are concrete ways educators can apply these lessons in everyday classroom interactions, build rapport, and respond effectively to challenges:

Why it matters: Students want to feel equal, accepted, and recognized for their strengths.

Strategies:

• Listen actively to what students are telling you

• Engage their interests to make learning meaningful

• Get to know your students personally

• Spend one-on-one time to check in and build trust

• Acknowledge strengths and gifts regularly

• Give recognition when students do well

• Find common ground to connect authentically

• Avoid making students feel different from peers

Why it matters: Autistic students want to be seen for their abilities and valued as whole individuals. Focusing on strengths helps build trust, motivation, and well-being while guiding meaningful support.

Mindset Practices:

• Patience & Flexibility – Respect individual learning styles and pace

• Encouragement & Understanding – Celebrate effort and progress, not just outcomes

• Empathy & Respect – Appreciate each student’s experiences and perspective

• Make students feel valued – Recognize their gifts and contributions

• Trust your students – Give them space to demonstrate their abilities

• Creativity – Use students’ interests and strengths to make learning engaging

• Focus on what students can do – Build on skills rather than emphasizing deficits

Why it matters: Students may mask struggles, face bullying, or need tailored supports.

Practical Steps:

• Accommodate and advocate for individual needs

• Acknowledge effort rather than just outcomes

• Address bullying and protect vulnerable students

• Problem-solve, don’t punish when students struggle

• Recognize co-occurring challenges (diagnoses or co-morbidities)

When we focus on students’ strengths, listen, and respond with empathy and respect, we create classrooms where autistic students feel seen, valued, and empowered. Small, intentional actions, like celebrating effort, building on abilities, and supporting challenges, can make a big difference. A classroom that values each student as a whole person is one where everyone can thrive.

Coming next week: Don’t miss our feature with autistic autism educator Andre Jansen! Andre shares how their lived experience has shaped the way they support autistic students—offering powerful insights every educator can learn from.

This project was completed by:

Dr. Tami Childs | MN Statewide ASD Specialist from Brightworks

Christine Chen | Speech Language Therapist Graduate Student

Haniya Hopson | Autistic Neuroscience Student

Jill Pring | ASD/Behavior Consultant & AuSM Camp Director

Selvy Somasoundirapille | Parent and Advocate

Thank you to the twenty amazing participants in this project!

Are you interested in learning more about neurodiversity, including best practices? Below is a great start!

Books

Uniquely Human by Dr. Barry Prizant

Unmasking Autism by Dr. Devon Price

We're Not Broken by Eric Garcia

Podcasts

Uniquely Human: The Podcast

Expands the conversation on autism and neurodiversity by amplifying the voices of autistic and neurodivergent individuals and thought leaders, providing insightful, cutting-edge, and practical information about the autistic and neurodivergent experience. Hosted by Barry Prizant and Dave Finch.

Neurodiversity Podcast

The Neurodiversity Podcast talks with leaders in the fields of psychology, education, and beyond, about positively impacting neurodivergent people. Their goal is to reframe differences that were once considered disabilities or disorders, promote awareness of this unique population, and improve the lives of neurodivergent and high-ability people.

Social Media Accounts

Louise Chandler

Autistic Writer, Speaker, and Creator | Lived experience and self advocacy

@neurodivergent_lou

Andi Putt

Autistic Speech Language Pathologist | Strategies for neuroaffirming practices and communication

@mrsspeechiep

Nikki Smit

Neurodivergent OT | Amazing insight into self-regulation and co-regulation

@nikkismittherapy

You spoke, and we listened!
We’re thrilled to launch a brand-new series of four FREE webinars created just for Minnesota autism educators, hosted by the STAR Media Center. Each topic was selected directly from the feedback we’ve received from you.

Kicking off the series: Strategies for Inclusion
Join us to explore practical tools for building inclusive classrooms where every learner can thrive. You’ll walk away with evidence-based strategies to strengthen skills, boost participation, and foster independence.

📅 October 8, 2025 | 3:30–4:30 PM CST

This opportunity is open to special educators, general educators, paraprofessionals, and all school team members—we highly encourage you to attend!

This must-read newsletter is filled with exciting events, valuable opportunities, and expert insights for educators and professionals supporting students with ASD.

Don’t miss out! Click the link below to access this incredible resource, and be sure to subscribe to receive the Minnesota Statewide ASD Newsletter in your inbox each quarter. Stay informed, inspired, and connected!

Check out the My Five Senses Themes First! Unit, which includes original songs, books, and activities that support students’ skill development and generalization with content that’s fun, accessible, and theme-based. These monthly units now include an expanded Social Studies suite, containing fun, theme-related activities that reinforce cultural engagement. Included in all Themes First! units are lessons, activities, and worksheets for group and independent work at a wide range of levels.

The next Themes First! release, October's Fall Festivalsis ready to prep!

💡Print all the activities you plan to use for the upcoming month as soon as they become available. Put printed activities in a "prep" area equipped with a laminator, file folders, Velcro, labels, and baggies. If you have a large laminator, laminate all the activities at once! When you and your team have a few minutes to spare, laminate, cut, and Velcro. It helps to organize activities in trays by "Needs to be Prepped" and "Finished." Don't forget to teach your team how to prep the activities and to model this new expectation. Check out the How to Prep a Month-Long Themes First! Unit below.

Current Series: Building Neuroaffirming Classrooms

What is Neurodiversity?

STAR Media Center Updates: Themes First

STAR Media Center Updates: Routine Essentials

Welcome Back! 9/2/2025

2023-2025 Tuesday Tips & Tricks

Feel free to reach out anytime with questions or concerns—I’m happy to help! You can contact me by email or phone, and I’m also available for quick Zoom chats on Fridays from 7:30–8:00 AM and 3:00–3:30 PM. If those times don’t work for your schedule, just send me an email, and we’ll find a time that works best for both of us.

Use the link below to ask questions about this week's Tuesday Tips 'N' Tricks and/or give suggestions on future topics.

Tuesday Tips & Tricks is funded with a grant from the Minnesota Department of Education using federal funding, CFDA 84.027A, Special Education – Grants to States. The contents of this newsletter does not necessarily represent the policy of the federal Department of Education, or the state Department of Education and you should not assume endorsement by the federal or state government.