Teaching Through Lived Experience

In this edition of Tuesday Tips & Tricks, we’re honored to highlight the perspective of autistic autism educator, Andre Jansen, who shares how their lived experience shapes the way they teach and support students. Andre’s insights remind us of the importance of respect, trust, and authentic connection in every classroom. Their responses are so thoughtful and impactful that we’re sharing the interview in a Q&A format, along with a summary of key takeaways educators can use to shift mindsets and bring practical changes into the classroom.

Andre teaches in the Waubun-Ogema-White Earth Public School District at Ogema Elementary in Ogema, Minnesota.

I didn’t start out wanting to become a teacher, but I always loved working with children. School was challenging for me, and while my autism diagnosis provided answers and access to supports, I was still often expected to behave like my neurotypical peers. That had some harmful effects that I continue to manage as an adult, but I was able to graduate with my bachelor’s degree.

After college, I ran a before- and after-school program and realized I loved the education component of the job. I then worked as a paraprofessional in a setting 3 autism program, and I loved it from day one. The teacher I worked with said I seemed like a natural, but really, I was just interacting with students in ways I had always preferred myself. I went on to earn my master’s in education as well as ASD and ABS teaching licenses. Eventually, I was hired to teach in the same school where I had been a paraprofessional, taking over the very program where I started.

My own experiences as an autistic student strongly influence my classroom philosophy. Students can quickly develop a negative self-image if they’re constantly told they’re “too much,” “too sensitive,” or “misbehaving.” I’m very conscious of the frequency and type of feedback students receive, from classroom setup, activities, and peer interactions to the way adults respond. Every message matters.

Two things stand out. First, the environment adapts to meet the needs of the student, rather than asking the student to change who they are. Second, cooperation and strong relationships are the foundation for learning—not compliance.

The basics like visuals and predictable schedules are essential, but honoring all communication is just as important. Too often, what’s called “behavior” is really a student trying to meet a need. If a request is ignored simply because it wasn’t made in the “right” way, it creates tremendous frustration.

It’s critical to model all forms of communication and teach new skills without causing distress. When students know you are listening, trust builds. That trust makes it possible to create a classroom based on cooperation rather than compliance.

I wish more educators realized that behaviors labeled as defiant or disrespectful are often the only ways a student knows how to communicate. Looking for the need behind the behavior and responding to that is far more effective than punishment. When needs are met, students can begin to associate school with safety and positivity instead of dread.

It starts with internal work for educators. Many of our assumptions about “how school should look” come from societal norms, not student needs. When I step back and ask, “Does this benefit the child?” it often changes my approach.

I also make sure the environment reflects the students themselves. Special interests are celebrated, stimming and fidgets are welcomed, and we use materials that positively represent autistic characters. “Autistic” isn’t a taboo word in my classroom, it’s simply one of many descriptors a person might have.

Autistic joy is contagious. Those moments of true connection are some of my favorite memories. My students bring a heartfelt sincerity that I think the world could use a lot more of, and I feel grateful to experience it every day.

You don’t need to change everything at once. Even one step toward respecting autistic differences can be life-changing for a student.

• Make sure a student’s communication is heard, in whatever form it takes.

• Choose one student to consistently affirm with positive messages from you, their peers, and their environment.

• Respect a student’s “no,” and find alternative ways for them to practice skills in ways they enjoy.

I’m still working to make my classroom more supportive, but change doesn’t have to happen all at once. One step at a time makes a big difference.

Andre reminds us that creating meaningful learning environments starts with respect, trust, and authentic connection. Key takeaways from their insights include honoring all forms of communication, viewing behavior as a signal of unmet needs, and building classrooms based on cooperation rather than compliance. They emphasize adapting environments to fit students—celebrating special interests, reflecting student identities, and creating spaces where learners feel safe and valued. Finally, Andre encourages educators to challenge assumptions of how school “should” look, start small with intentional changes, and embrace the joy and sincerity autistic students bring to their classrooms.

• Honor communication: All forms of communication are valid, including "no". Behaviors often signal unmet needs.

• Adapt the environment: Build classrooms around cooperation, safety, and celebrating student strengths and interests.

• Start small: Challenge assumptions, make intentional changes, and embrace the joy and authenticity autistic students bring.

Thank you so much, Andre, for sharing your insight into how your lived experience as an autistic individual has shaped the teacher you’ve become. I’ve had the privilege of visiting Andre’s classroom several times over the past year and experiencing firsthand the joy, acceptance, and respect that radiate from all.

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 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

"Hearing Autistic Voices"

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.