Challenge Assumptions
Building Neuroaffirming Classrooms
We've come to our 6th and final step in building neuroaffirming classrooms: Challenge Assumptions.
This step is essential because the history of how autism has been understood and portrayed is long, complex, and often troubling. (If you want a powerful deep dive into this history, I highly recommend NeuroTribes by Steve Silberman.) Many of our students, especially those with complex communication or regulation differences, have been underestimated simply because their strengths and needs aren’t immediately visible.
This is why our advocacy matters. We play a critical role in interrupting misconceptions, amplifying our students’ strengths, and reshaping the stories others may tell about autism. This is particularly true for students with the greatest support needs, whose voices are often the most misunderstood or overlooked.
When I was teaching, I spent several years as a mentor for a student-teaching residency program. These aspiring teachers joined my classroom four days a week for an entire school year. They came in with big hearts and the very best intentions! However, many felt unsure at first about how to build relationships and what those relationships might look like with students with differing communication and interaction styles.
I always reminded them: Give it time. Stay curious. Keep showing up.
And sure enough, by the end of each year, every single one of those teachers had developed beautiful, authentic, meaningful relationships with our students. These relationships were built through shared moments, patient listening, and discovering each student’s unique and valid way of communicating. If they hadn't challenged their initial assumptions, and instead held onto the belief that connection wasn’t possible, they would have missed out on some of the most powerful relationships and the most rewarding career experiences. Many of these incredible educators went on to pursue positions in similar classrooms. (Shout-out to all of them—they’re doing incredible things!)
But What About Everyone Else?
These aspiring teachers were ready to learn, grow, and stretch themselves. They wanted to connect. But out in the broader school community, and in the world, we often encounter people who still hold outdated or limiting views about autistic students. That’s where we come in.
It’s up to us to speak up, advocate, educate, and model what it looks like to see our students through a strengths-based, neuroaffirming lens. Our students deserve environments filled with adults who assume competence, communicate respect, and genuinely believe in their capabilities.
Six Actionable Steps for Building Neuroaffirming Classroom
Themes First Unit: Making Music Together
Check out the Making Music Together 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, December's Planes, Trains, and Autos is 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 or your team have a few minutes to spare, you can laminate, cut, and add Velcro as needed. 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.
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