Honor All Communication

Every meaningful connection starts with communication, but what happens when we miss the ways our students are already communicating? Today, we’ll explore the first actionable step in building neuroaffirming classrooms: Honor All Communication. I’ve invited Leah Hicks, an incredible Speech-Language Pathologist, to help us unpack what this looks like in real classrooms. (The Six Actionable Steps are listed below for easy reference.)

This step was one of my biggest “ah-ha” moments during my own mindset shift. When a student's team decided a student should have an AAC device, I wanted them to use it, even if they were already communicating in another way. I often found myself saying things like, “Use your device,” or “Use your words,” when a student was pointing to something or walking toward what they wanted. My intentions were good! I was teaching communication. That’s the goal, right?

Yes, that is the goal. But there are ways to teach communication that truly honor each individual and the ways they’re able to communicate in the moment.

After listening to so many autistic individuals share their stories, I began to understand something powerful: language, no matter its mode, can be incredibly difficult. However a person chooses to communicate in that moment needs to be seen, respected, and valued.

So how do we teach communication in a way that helps our students express their ideas, their joy, their pain, and everything in between while still honoring their authentic communication?

To help us think about what this looks like in practice, I reached out to my dear friend and longtime colleague, Leah Hicks, an ASHA-certified Speech-Language Pathologist. Leah is not only an amazing SLP, but she also edits all the Tuesday Tips & Tricks and writes the Communication Corner featured in the Minnesota Statewide ASD Newsletter. Leah and I have worked side by side for many years supporting students with significant communication needs. She has such a gift for reminding me, and so many others, that communication is not just about words or devices; it’s about connection, trust, and being understood.

I asked Leah three big questions about what it really means to honor all forms of communication. Her answers? Grounded, wise, and exactly what we need to hear.

Every behavior and movement communicates something, whether it’s a facial expression, gesture, delayed scripting, echolalia, or even silence. As educators, one of the most powerful shifts we can make is to presume competence and approach all of these signals as meaningful communication attempts.

Instead of asking, “Why are they doing that?” we can ask, “What are they trying to tell me?” Body language, scripting, or repetitive actions may reflect sensory needs, anxiety, or a desire for connection — not “disruptions.” When we treat every signal as intentional, we build trust and show students that their voice matters.

It’s equally important to honor when a student says “no.” Respecting refusals, whether they’re spoken, signed, or shown through gestures, communicates to students that their autonomy is valued and their boundaries are respected. That’s foundational for any meaningful communication relationship.

Modeling is about showing, not forcing. Just like the S’MORRES strategy, developed by Dr. Jill Senner and Matthew Baud, reminds us to Slow down, Model, Respect and Reflect, Repeat, Expand, and Stop. We can use these simple principles in any setting.

If a student picks up a toy train and says or selects “train,” you might respond by modeling, “Fast train!” or “The train goes choo-choo!” This shows how communication can grow, without taking over or demanding repetition.

We can also model AAC use ourselves while narrating actions and emotions — “I’m happy,” “You’re running fast!” — instead of quizzing or correcting. Embedding AAC into routines, play, or shared interests makes it feel authentic, not clinical. The goal is to invite communication, not require it.

When the whole team shares an understanding that all communication is valid, students thrive. Collaboration means aligning our language, expectations, and supports — so whether it’s a teacher, paraprofessional, or speech-language pathologist, we’re all responding consistently and respectfully to students’ communication.

Start by reviewing the Communication Bill of Rights, developed by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities (NJC). It’s a great framework for ensuring students have access to their AAC system at all times, are given real choices, and are spoken with, not about.

Regular team check-ins help us celebrate what’s working and troubleshoot barriers — for example, making sure AAC devices are available during specials or recess, or brainstorming meaningful ways to embed communication into social and academic activities.

Ultimately, when every adult presumes competence, models language naturally, and honors autonomy, students learn that their voice — in any form — is valued and powerful.

Honoring all forms of communication means shifting from teaching students to talk to listening to how they already do. It’s about recognizing that every gesture, glance, vocalization, or movement carries meaning and that our response can either build trust or shut it down.

When we presume competence, respect autonomy, and create space for authentic expression, we show our students that their voice matters in whatever form it takes. As educators, we have the power to model curiosity instead of correction, connection instead of control.

This is where neuroaffirming classrooms begin: With a deep respect for the many beautiful ways our students communicate who they are.

A huge thank you to Leah Hicks for sharing her wisdom and insight with all of us. Leah’s perspective reminds us that communication is far more than words. It’s connection, trust, and being truly understood. Her work continues to inspire us to see, honor, and celebrate every student’s unique voice.

Next week, we'll dive into the second step: Adapt the Environment, Not the Student.

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

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

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Check out the Fall Festivals 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, November's Making Music Together 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 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?

"Hearing Autistic Voices"

Teaching Through Lived Experience

It Starts with Us: Shifting Mindsets

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.