Reflections and practical guidance for supporting autistic and neurodivergent learners from the inside out. Explore regulation-first, neurodiversity-affirming perspectives on communication and AAC, body awareness, change, safety, co-regulation, and the environments in which learning happens.
One Reason Meltdowns Seem to Come Out of Nowhere
August 26, 2026
About twenty years ago, I worked as an autism consultant in a large school district. This was during the era of time-out rooms, before schools widely discussed the harms of isolation and well before sensory rooms became common. A special education teacher brought a seven-year-old boy to the time-out room, and I met them there.
We Prevented the Distress. We Also Prevented the Practice.
August 15, 2026
Most schools hold a fire drill during the first month of the year. Administrators plan it. They know the date and the time. In theory, nobody else does, because part of the point is to practice what to do when an alarm is unexpected. That is often not how it goes. The administration wants the
Catching Change: Why We Notice and Mark Change
August 7, 2026
When we talk about supporting autistic learners with change, we often focus on preparing them for what will happen next. Catching change starts somewhere slightly different. Years ago, I developed and ran a summer day camp for autistic campers, along with their siblings and friends. At the time, I did not have a word for
“He Does That All the Time at Home”
August 2, 2026
“He Does That All the Time at Home” What I Heard for Forty Years and Did Not Challenge It comes early in the meeting, usually while the present levels are being reviewed and someone is reading aloud a list of what the child does not yet do. A parent says it. Sometimes it is a
When the AAC Device Is Refused — and Ends Up in the Closet
July 25, 2026
Over the years, I have heard parents, teachers, and therapists say: “We tried AAC, but she just threw it.”“I show him which picture to choose, but he pushes my hand away.”“He has the AAC device, but he says the same thing over and over and over.” These moments can be deeply discouraging. Families may have
Why Practical Neuro-Affirming Resources Are Still So Hard to Find
July 20, 2026
A teacher sits down on Sunday night to plan for an autistic student who has been struggling. She already understands that behavior is communication. She knows regulation comes before reasoning. She has moved away from reward charts and consequences and is trying to build support around safety, relationship, and autonomy. Then she opens her laptop