It Starts With Us:Shifting Mindsets

Listening to the voices of autistic individuals has given us some powerful insights into how we can create truly neuroaffirming classrooms. One of the biggest, and maybe most important, parts of this journey is a shift in mindset for ourselves, our teams, and our school communities. It’s a shift from compliance to compassion, from control to connection. And if some of these ideas don’t quite line up with what you’re doing in your classroom yet, please know you’re not alone.

When we really listen to autistic voices, both self-advocates and families who are speaking up for their children who have difficulties communicating verbally, some of the stories can be tough to hear. As educators who care deeply about our students, hearing these perspectives can feel painful and uncomfortable at times.

It’s easy to think, “That’s not me. I don’t do that.” I know I did. That knee-jerk defensiveness can show up because we know we’re not one of those teachers forcing eye contact, discouraging stimming, or assuming our students aren’t capable. (If you're interested in learning more about the history of autism and interventions, I recommend Neuro Tribes by Steve Silberman.) But when I started to really reflect and listen with an open heart, I realized that some of my own practices were actually part of the problem. I pushed for compliance. I held firm on rules that didn’t really matter. I wrote positive behavior plans that focused only on surface-level replacement behaviors. And yes, I asked students to “use their device” when they were clearly communicating in ways that worked for them in that moment. I even made a “use your device” symbol once. Ugh.

If any of this feels familiar, I've been there myself along many well-intended educators. It’s easy to get stuck thinking about what we should have done differently. But here’s the thing, I’ve learned that dwelling on regret doesn’t help us grow. What matters is that we give ourselves some grace. Like the saying goes, “When you know better, you do better.” We know better now, and that means we can do better—for our students, for their families, and for the communities we serve.

As we continue to reflect on our own practices, we need to listen to the full range of voices within the autistic community. Many of the stories we hear most often come from autistic self-advocates who are able to articulate their lived experiences. These perspectives are invaluable, but they don’t represent the whole spectrum. Families of children with significant support needs, like those requiring full-time care, engage in serious self-injury, or who have difficulty verbally communicating, have shared that these stories don’t always reflect their realities. Their point is incredibly valid, and it reminds us that we must also lift up the voices of non-speakers and those with limited or unreliable communication. In many cases, families step into advocacy roles to ensure their children’s experiences are represented.

Whether stories come directly from autistic individuals or from families, common threads consistently emerge. The messages we’ve heard, whether from the Hearing Autistic Voices project or from Andre’s interview, remind us that the foundation of support must always be built on trust, safety, and belonging. These are not “extras” or “nice-to-haves”—they are the basic rights of every child.

I also want to make this clear: this series is not about what to stop doing as educators. It’s about re-centering our practices. As long as our approaches are rooted in trust, safety, and belonging, agreed upon by the team, and guided by the actionable steps below, we are moving toward neuroaffirming classrooms. There is no one-size-fits-all approach. Each student is unique, and our task is to design supports that honor their individuality and allow them to thrive. That will look different for each learner and that’s exactly as it should be.

Below is a list of commonalities we heard across the project Hearing Autistic Voices and the interview with Andre Jansen. As you look through these commonalities that we are calling Six Actionable Steps for Building Neuroaffirming Classrooms, I encourage you to pause and reflect on your own mindset. Ask yourself:

• Where am I already living these practices out?

• Where do I still feel resistance or discomfort?

• What is one small step I can take to move closer to a truly neuroaffirming classroom?

This isn’t about judgment, it’s about growth. Just like our students, we’re all learning. Reflection is where meaningful change begins.

Honor All Communication

• Treat every form of communication as valid—spoken words, AAC, body language, behavior, or “no.”

• Look for the need behind behavior.

• Model different forms of communication and respond with curiosity.

Adapt the Environment, Not the Student

• Modify spaces, routines, and materials to meet student needs.

• Celebrate and incorporate special interests; normalize tools like fidgets and stimming.

• Create environments that feel safe, predictable, and reflective of student identities.

Build Trusting Relationships

• Prioritize cooperation over compliance—relationships first, skills second.

• Spend one-on-one time checking in with students and listening actively.

• Acknowledge gifts and strengths daily to foster authentic connection.

Take a Strengths-Based Approach

• See students as whole individuals with unique insights and abilities.

• Use patience, flexibility, and encouragement to support different learning styles and paces.

• Celebrate effort and progress, not just outcomes.

Respond with Empathy to Challenges

• Support students by accommodating needs and advocating during times of struggle.

• Address bullying quickly and consistently. Be a visible ally.

• Recognize hidden challenges and co-occurring diagnoses.

• Check in often, since many students struggle to ask for help directly.

Challenge Assumptions

• Reflect on whether classroom expectations truly benefit the child.

• Move away from compliance-based practices and focus on meaningful engagement.

• Avoid “high” or “low functioning” labels—see the whole student.

Next week, we'll dive into the first step, Honor all Communication.

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.

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 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?

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.