I often speak about the importance of presuming competence in kids, especially when it involves kids with special needs. Assuming they can be successful and even take learning to the next level when given the opportunity. Lately, I've been thinking back to my time in the classroom and to some of my most memorable kids. This story takes me back about 15 years! Kids in my Kindergarten class learned how to create A-B, A-B-C, A-B-A-C and other assorted patterns as part of mathematics. During their independent time to create these patterns, they were given an option on what resources and materials to use: manipulatives including unfix cubes, pompoms, geo blocks, blocks, etc. visual squares to show where to place the blocks in a certain pattern paper and crayons/markers to draw a pattern You get the picture... there were multiple options for them to show what they've learned and actively engage. As they created and worked individually or in pairs, I got down on the floor with them, guiding, questioning, and doing little "sneak" assessments. Jaya, a five-year old on the autism spectrum, was creating her A-B-C pattern with ring builders. Jaya had a very mathematical brain, even as a Kindergartener. She was beginning to understand how numbers work, 2-D and 3-D shapes. She was very comfortable in her mathematical space. As I move closer to her and the pattern that she is creating with ring builders, I realize that she has taken it to the next level. The NEXT LEVEL. Quite literally! With plastic ring builders, she has created a bridge. Not just the 2-D shape of a bridge, but a 3-D bridge. Right there on the floor in vibrant blue, yellow, red, green, and orange. A bridge for tiny cars to travel over, or puppets to cross, or for a troll to live under. So as I approach her, I say, "Wow! Tell me about your patterns and what you did." Her response: "Look, Ms. DJ! I built an A-B-C bridge!" She had NO idea of her creative mathematical power. It is so important that we give every child an opportunity to engage and grow in classroom spaces that encourage independence in a way that is meaningful to them. How else can we learn their true capabilities? Parents! if your child is on the autism spectrum, has ADHD, or has another type of neuro-divergency, and you could use some help with the IEP process, grab my free course! www.inclusiveology.com/getmyplaybook

As moms, we want nothing more than to see our children thrive, especially when they face unique challenges in their education. For children with diverse needs, their IEP outlines personalized goals and the specific supports they need to succeed in school. Equally important is the Matrix of Services, which ensures these supports are properly organized and delivered. Understanding how these two elements work together can make a significant difference in your child's educational journey. Let’s break it down in simple terms. What is an IEP? We’ll keep this section simple, but it’s here in case you need it!  An Individualized Education Program is a detailed plan created for students with special needs. This plan is developed by a team that includes parents, teachers, school administrators, and other specialists. The IEP contains: Current Performance: How your child is doing in school right now. Goals: Specific, measurable goals for your child to achieve within a year. Services and Supports: The special education services, accommodations, and modifications your child will receive. Progress Monitoring: How the school will track and report your child's progress toward their goals. What is a Matrix of Services? The Matrix of Services is a tool used to organize and detail the specific services your child will receive based on their IEP. Think of it as a blueprint that ensures all the supports outlined in the IEP are implemented effectively. It includes: Types of Services: These might include speech therapy, occupational therapy, specialized instruction, and counseling. Frequency and Duration: How often and for how long each service will be provided. Service Providers: Who will deliver each service, whether it's a speech therapist, special education teacher, or another specialist. Why Alignment Matters... It really does! Aligning the IEP with the Matrix of Services is crucial for several reasons: Consistency and Clarity When the IEP and the Matrix of Services are aligned, there is a clear, consistent plan for your child’s education. This alignment ensures that everyone involved understands their role and the specific supports your child will receive, reducing the risk of misunderstandings or gaps in services. Effective Resource Allocation (This is so important!) Schools have various resources, but they are often limited. A well-aligned IEP and Matrix of Services help ensure that these resources are used effectively and efficiently, providing your child with the support they need without unnecessary overlap or missed opportunities.  Money and resource allocations should be used as a support for your child.  If you live in a state that offers School Choice Options, investigate if some of these allocations can be used for options other than public school. Monitoring Progress An aligned approach makes it easier to monitor your child's progress. Regular check-ins and updates are built into the plan, allowing for adjustments to be made if your child is not meeting their goals or if their needs change. Holistic Support Aligning these two tools ensures that your child receives comprehensive support. For example, if your child's IEP includes goals for improving social skills, the Matrix of Services will detail the specific activities, the responsible professionals, and the schedule to achieve these goals, providing a holistic approach to your child's development. How Can You, as a Parent, Ensure Alignment? As a parent, you play a vital role in ensuring that the IEP and Matrix of Services are aligned: Stay Informed: Understand both the IEP and the Matrix of Services. Don’t hesitate to ask questions if something isn’t clear. Communicate Regularly: Keep in close contact with your child’s teachers and service providers. Regular communication helps everyone stay on the same page. Attend Meetings: Participate actively in IEP meetings. Your input is valuable and helps ensure that the plan reflects your child’s needs. Review Progress Reports: Look at the progress reports provided by the school. If you notice any discrepancies between what’s written in the IEP and what’s happening in practice, address them promptly. Aligning the IEP and the Matrix ensures that every piece of support they need is in place and functioning well together. By understanding and participating in this process, you help create an environment where your child can be successful, independent, and grow as a learner. Remember, you are your child’s strongest advocate! Working together with the school to ensure that the IEP and Matrix of Services are aligned can make a world of difference in your child’s educational experience. Need additional support? Grab a spot on my calendar... I'm happy to help! https://calendly.com/djnicholson/consultation

This blog post is brought to you by Melissa Ley, Director of Florida Unique Learning Support (F.U.E.L.S.), an educational non-profit that supports teachers and students with learning tools, resources, and materials not otherwise provided by school districts for maximum student success. Students with special needs, including autism, ADHD and related disabilities benefit greatly from F.U.E.L.S.! Congratulations, Educators - you’re in the home stretch! You’re here, BUT not quite there yet. Last minute assignments, grades, classroom cleanout, End of the Year checklists, and the list goes on… I always found the end of the year to be so much more draining than the start of one. One of the biggest instigators to end-of-the-year stress are the increasing behaviors! Students are having big feels just like we are and they will show them, likely, in the most  frustrating ways. Don’t be surprised if your classroom rules/expectations are challenged daily. The idea of the last day of school with a full summer of fun and relaxation isn’t a reality for lots of our students. Not having the consistency of their classroom or teacher every day is enough to cause some students to rebel. If they push hard enough, maybe their teacher will get mad at them and walking away from an enemy is much easier than walking away from a hero. There are also the kids transitioning to new schools altogether, which will ultimately bring up anxiety, fear, and/or excitement. We couldn’t exactly ask them to behave their best as we count down to the end of their known normal. Knowing some behaviors will probably remain steady until the final bell rings, what can be done about it? Here are some suggestions to keeping the peace (and your cool!) through May: Circle Time! - Nothing like a good ol’ class circle to voice concerns and increase the positive engagement. Brain Breaks - Chop up the day with a little movement, meditation, or quick game to shake things up. Increase your positive comments in class (complimenting, encouraging). Keep open communication with students who may be struggling. We are Teachers put out a helpful blog a few years ago addressing these concerns too. You can read it here: End of Year Behavior Issues and How to Address Them (weareteachers.com) As the countdown counts on and the behaviors rise, remind yourself and each other how much you’ve all grown since August. Give your students the pat on the back they deserve for their progress and try to keep your patience in check. You’ve got this & we’ve got you! The End of the year is near, and FUELS would like to say, THANK YOU! - To all the educators who spent countless hours caring, planning, and teaching. Happy Summer to you all! For more information about how F.U.E.L.S. helps teachers and kids in local communities, CLICK HERE!

Stop the Overwhelm! But DJ... IEP meetings are so daunting... They don't have to be! Be prepared and informed on what it is that YOUR CHILD needs for learning success! Here are seven (random number, right?!) essential things you should know and ask for at your neurodiverse child's IEP meeting. And don't forget to grab The Parent Playbook to guide you along the way! Understand the Specifics: Before attending the IEP meeting, take the time to fully understand your child's strengths, challenges, and unique learning style. Consider seeking input from teachers, therapists, and other professionals who work with your child regularly. Having a clear understanding of your child's needs will empower you to advocate more effectively during the meeting. Review Your Child's Current IEP (and Know What You’re Looking At!): Familiarize yourself with your child's current IEP, including their goals, accommodations, and any modifications that are in place. Reflect on what has been effective and where improvements can be made. Use this information as a starting point for discussing your child's progress and setting new goals during the meeting. Set Clear and Measurable Goals: Work collaboratively with the IEP team to establish clear, measurable, and realistic goals for your child. These goals should be tailored to address your child's individual needs and should align with their strengths and interests. Remember to advocate for goals that focus not only on academic achievement but also on social and emotional growth. Explore Assistive Technology Options (It's not Just for Communication!): Advances in technology have opened up new possibilities for supporting neurodiverse learners in the classroom. Advocate for access to assistive technology tools and resources that can help your child overcome barriers to learning and enhance their academic performance. This may include speech-to-text software, text-to-speech programs, or specialized apps for organization and task management. Request Accommodations and Modifications: Advocate for the accommodations and modifications that will best support your child's learning and success in the classroom. This may include adjustments to the curriculum, extra time on assignments or tests, preferential seating, or access to assistive technology. Be prepared to explain how each accommodation or modification will benefit your child and help them reach their goals. Address Social and Emotional Needs: Don't overlook the importance of addressing your child's social and emotional needs in their IEP. Advocate for supports and interventions that will help your child develop social skills, build relationships, and manage their emotions effectively. Consider requesting access to counseling services, social skills groups, or peer mentoring programs. Emphasize Collaboration and Communication: Encourage open communication and collaboration between you, your child's teachers, and other members of the IEP team. Share insights about your child's strengths, interests, and preferences, and listen attentively to the perspectives of others. Establishing a collaborative and supportive relationship with the IEP team will benefit your child in the long run. Starting to feel a bit better? By understanding your child's needs, setting clear goals, and advocating effectively for accommodations and services, you can help create an environment where your child can reach their full potential. Your commitment to your child's education and well-being is invaluable! When you are knowledgeable and confident in what to ask for, you are an integral part of the IEP team! Need help in navigating all of this? To snag a spot on my calendar for a FREE consultation on how to best support your neurodiverse child's learning, CLICK HERE!

What do these 4 words have in common? Adaptation Alteration Variation Difference They are all synonyms for the word modification and closely related to the word 'change'. It's important to consider the synonyms for modification because when we are entrusted to create modifications for children with disabilities, we have to know what the possibilities are. Here is what we can do: We can change what's delivered. We can differ the tools used to access content. We can vary and adjust as we go. And we can alter the standard to meet the needs of a specific child. Provide age-respectful and age-appropriate content and materials Here is what we absolutely, one hundred precent, no excuses, "must not ever", cannot do: Provide a space for a child to be in a general education setting with zero modifications and expect them to be successful Ignore modifications suggested by special educators and parents because "there is no time" Provide a child zero opportunity to work on grade level, but give them "pre-school" and "baby" work Say that "we don't do that here" The sad fact is, this might be a short list of "cannots". If we are to provide equitable access to education, this means for every child. Every single one. Every child is capable of being included in learning. It is up to us to figure out how. If you are not sure how your child's instruction is being modified for their greatest success, please reach out. You can grab a free consultation HERE! I would love to support you on your journey.

Anyone that knows me, knows that rubber bands are my least favorite office supply. It's a sensory thing for me and a story for another time... I am part of several Facebook groups for both parents and teachers that support the learning of students with disabilities. Every so often, I come across a request for help or a comment that just has me saying, "Wait... what?!" This request for pencil support stood out from the crowd. Here goes... A pre-school teacher posted a request for support on how to get one of her 4-year olds to hold a pencil. Many of the supportive responses from both parents and teachers were extremely beneficial: "Try using playdough to strengthen his hands." (This person is obviously one of my people.) "Try using jumbo crayons." "Try anything where he can use his hands, like legos or blocks." And then there was this... Brace yourselves... "Why don't you use rubber bands to hold his fingers in place to show him how to grip the pencil?" Do you need a moment to digest that? I did... Take your time. So, of course, that is a ridiculous and barbaric suggestion to make. And cruel at that. My response was quite simply, "His little hands are not ready to hold a pencil yet. Give him play activities to strengthen and develop his fingers and fine motor skills." Bottom line here is this: Let's not force children in to something they are not ready for. Why do we do that? We seem to have some very unnatural standards for children that do not always match where they are developmentally. There are prerequisite skills that support the eventual holding of the pencil. Check out this nifty chart: https://childdevelopment.com.au/resources/child-development-charts/fine-motor-developmental-chart/ Parents, If you have a kiddo with a disability or neurodiversity and need learning supports that make sense, grab a spot on my calendar HERE. Consultations are free, and I promise you'll walk away with some great tools!

Imagine if we believed that all children, regardless of disability or learning difference, were capable of great things? Of learning? Of being a part of a community? Having friends? That's a pretty simple definition of "presuming competence". As a child in the 1970s, our communities and educational systems didn't necessarily presume competence or assume great things, especially for kids and young adults that had more significant or undiagnosed disabilities. Sadly, they were often placed in state institutions. I grew up a couple of towns over from one of the local state institutions. In this institution were "housed" (yes, I chose that word on purpose), people that didn't fit the mold of traditional society as it was back then: Adults and children considered at the time to have behavioral concerns, adults and children with various disability types, and any other adult or child that was determined to be "unfit" or "unteachable" or "dysfunctional" in any way. This state institution was actually called a state school. Merriam Webster Dictionary defines a school as "an organization that provides instruction" or "an establishment offering specialized instruction. But... the name is an absolute misnomer as this "school" had nothing to do with education. Nothing. The conditions at this "school" were deplorable: inhumane treatment including multiple forms of abuse, filthy bedding, sub-par nutrition and food quality. Limited opportunity for learning. These horrific conditions are illustrated in photos, videos, and documentaries as "hellish". But amongst the gross lack of humanity and filth, believe it or not, there were some inspiring moments. Ruth's story is one of them. There was a nurse at this institution that noticed something special in one of the children who lived there. Ruth was brought there by her parents when she was a child and spent the early years of her life “trapped” in a body with severe cerebral palsy. She could not walk, talk, feed herself or comb her own hair. Physical, speech and occupational therapies were very limited so she never received the support she needed. Ruth was in a shell of isolation until… A nurse at the institution noticed her eye movements. The movements meant something. She would simply raise her eyes to say yes. Ruth began to communicate with the world using her eyes. She began to express her basic wants and needs, and eventually, share conversations. For the first time in her life, Ruth was able to express herself. Through the careful watching of a special nurse, her years of feeling trapped and isolated in her own body were over. Unfortunately, she continued to live for years at the institution, but her desire to communicate with the world was just beginning. She transitioned from eye movements to pictures to more advanced forms of assistive technology to share her wants, ideas, and emotions. She eventually left the institution at age 38. I know quite a bit about her story from reading her autobiography and articles about her as she continued to reside near the area in which I lived. What is shared here is just a small piece of her life's journey. Her memoir is captured in her 1989 autobiography, I Raise My Eyes to Say Yes. It is a wonderful and inspiring read. Ruth lived a successful life as a wife, an author, and a passionate advocate for people with disabilities. She passed in 1998 at age 47. Learn more about Ruth and her story here: https://sheroesofhistory.wordpress.com/2015/06/18/ruth-sienkiewicz-mercer/ The bottom line is… it only took one person to really see her true potential. Really see HER. ONE person... Imagine if we all presumed competence? If you have a child with autism, ADHD, or a cognitive disability and would like guidance on how to support them with learning tools, inclusion, and other strategies for attention, focus, and independence, Inclusiveology is here to help. CLICK HERE to schedule a free consultation. Inclusiveology, n: the study of inclusion It's what we do!

“Get back up there and brush your teeth!” She had said this to Harry over and over again… ad nauseam… until she began to dread every single school morning. There was always a rush. And most of the time, she blamed Harry.  And his toothbrush. Let me introduce you to Harry, my cousin’s son.  Harry is an adorable six-year-old with a knack for having a memory as “reliable as a sieve” (or so says his Mom). Harry had a morning routine that was about as consistent as Spring in Florida – one day sunny and pleasant, the next, thunderstorms and tantrums. (Ironically, here in Florida right now, it’s the end of March and it’s thundering.  No tantrums…) But there was one aspect of his routine that remained constant: his utter inability to remember to brush his teeth before leaving for school. Every morning, Harry would hop out of bed with great enthusiasm, get dressed and run down the stairs to breakfast.  He’d eat breakfast, then sit and watch a cartoon before jetting out the door. But then… “GO BRUSH YOUR TEETH!”, she yelled as she looked at Harry's toothy grin and the distinct lack of minty-fresh breath that should accompany it. Six-year old “breakfast teeth”?  Gross! And there is Harry’s frazzled mom, barely awake herself, trying to get everyone out the door while simultaneously juggling her phone, backpacks, and a never-ending stream of requests and school reminders. Harry would hustle back upstairs, “half-way” brush his teeth, and race to the car as it was practically leaving the driveway. The cycle would repeat itself the very next morning, like Groundhog Day with a dental twist. Enter our hero – that's me, in case you were wondering – with a stroke of supportive, visual brilliance that would forever change the course of Harry's morning routine. After listening to my cousin share one too many toothbrush-related morning overwhelms, I simply suggested to her: Harry needed a visual aid, a tangible reminder of his morning tasks that even the most forgetful six-year-old couldn't ignore! I created the ultimate morning checklist – detailing each step of Harry's routine, from brushing his teeth to grabbing his backpack.  I even got Harry’s input on some of the colors! The next morning, armed with his trusty checklist, Harry approached his morning routine with great determination. He checked off each item on his list – use the bathroom, check.  Get dressed, check.  Eat breakfast, check. Brush teeth, CHECK! Say good-bye to the dog… can’t forget that! And DONE! And from now on, the toothbrush “forgetting” was no more! Harry had his checklist, and it was smooth sailing all the way to school. And as for Harry's mom? Well, let's just say that her mornings were suddenly a whole lot less chaotic and a whole lot more enjoyable. With her newfound freedom from toothbrush-related stress, she could finally sip her coffee in peace and bask in the glory of a job well done. Well… with the help of her hero… me, with my stroke of supportive, visual brilliance. If you have a kiddo with autism, ADHD, or any other related disability and there's a struggle with routines, time management, or organization at home or at school, let's schedule a time to chat. Grab a spot on my calendar HERE. I'd love to help.

When you have an autistic child, it can be tough to find effective strategies to support their development and well-being.  It can feel like a very complex puzzle!  One such invaluable tool in this puzzle is the use of individual schedules and predictable routines. These structured frameworks provide a sense of security and clarity, helping children like Gabe navigate the intricacies of daily life with confidence and ease. Gabe's story serves as a poignant example of the transformative power of individual schedules. Gabe, who is eight and has autism, struggled to stay regulated and focused during the school day which, on some days, was unpredictable.. The unpredictability of these days triggered his anxiety and his ability to engage fully in learning experiences and social interactions. Knowing that Gabe was struggling, his IEP team collaborated to implement a tailored solution: an individual schedule crafted to meet his unique needs. Specifically for Gabe!  It provided him with a clear overview of his daily activities, and he could refer to it whenever he needed to. Gabe's schedule was designed to fit inside his pocket.  Its portable nature not only ensured accessibility but also empowered Gabe to take ownership of his routine, fostering a sense of independence and self-reliance. Each component of Gabe's day was carefully mapped out, from morning greetings to academic lessons and leisure activities. Visual cues and simple language were incorporated to enhance comprehension and facilitate seamless transitions between tasks. As Gabe followed his schedule, he experienced a clear sense of predictability, reducing his anxiety and dysregulation. But here’s the best part! His individual schedule played a pivotal role in facilitating his inclusion in general education!  By providing him with the tools to regulate his emotions and navigate social interactions, the schedule supported Gabe with his peers, fostering a sense of belonging and acceptance within his classroom community. Gabe's story underscores the profound impact that individual schedules can have on the lives of children with ASD. Beyond mere timetables, these schedules serve as springboards for growth. They unlock doors to learning, independence, and social connection. As we continue to press for more inclusive practices in education and beyond, we must remember the power of personalized supports in nurturing the strengths of every child. When we give children with ASD (and even ADHD!) tools to support their focus and regulation and decrease anxiety, we are setting them up for success! What learning tools would your child benefit from? I offer free consultations to get you started. CLICK HERE to grab a spot on my calendar.

Not everyone is an auditory learner! However, there's a powerful tool that has proven to be immensely beneficial for kids with autism: visuals and pictures. Incorporating visuals into educational activities can make a world of difference for children with autism. Check out the info below to see how visual learning not only engages autistic kids but also fosters independence and facilitates communication and social interaction. Engaging Children with Autism Children with autism often experience difficulties with attention and engagement, especially in traditional learning environments. Visuals offer a solution by providing concrete, tangible representations of concepts and ideas. Whether it's using picture cards, visual schedules, or interactive software, visual aids capture children's attention and make learning more accessible and engaging. By presenting information visually, teachers can cater to the unique learning styles and preferences of children with autism, promoting active participation and enhancing retention. Fostering Independence Independence is a crucial skill for kids with autism, but it can be challenging to develop without the right support. Visuals play a key role in fostering independence by providing kids with tools to navigate their environment and communicate their needs and desires. For instance, using a communication board or AAC device allows kids that are not typically verbal to express themselves and initiate interactions with others independently. Visual schedules and task organizers help kids understand expectations and transitions, supporting them in navigating daily routines with confidence. By giving children with autism the tools they need to communicate and navigate their world independently, visuals promote self-reliance and autonomy. Facilitating Communication and Social Interaction Communication difficulties are a hallmark feature of autism, but visuals can serve as a bridge to facilitate communication and social interaction. AAC devices, which use symbols, pictures, or text-to-speech technology to aid communication, offer a lifeline for kids with autism that are not typically verbal. These devices allow kids to express their thoughts, ideas, and emotions, initiating conversations and engaging with peers, teachers, and parents. Visual supports, such as social stories and visual prompts, provide guidance and structure for social interactions, helping kids with autism navigate social situations more successfully. By providing a visual framework for communication and social interaction, visuals enable kids with autism to connect with others and participate more fully in their communities. Practical Applications Here are some practical ways to incorporate visuals into learning for kids with autism: Use visual schedules: Create visual schedules to help kids understand routines and transitions, reducing anxiety and promoting independence. Implement AAC devices: Introduce AAC devices with visual symbols or text-to-speech capabilities to support communication and language development. Utilize visual supports: Provide visual supports such as social stories, visual timers, and choice boards to help kids understand expectations and navigate social situations. Visuals are a powerful tool for supporting learning, communication, and social interaction for autistic kids.  When we give support with visuals, teachers and parents can engage children with autism, foster independence, and facilitate communication and social interaction. Visual learning offers a path to deeper learning and social connection, and ultimately leads to more inclusive and supportive learning environments for all kids. If you need help with understanding how visuals can support your autistic kid with learning, let's chat. CLICK HERE to grab a spot on my calendar.

In the world of education, classrooms are evolving, and one of the most exciting changes is the introduction of flexible seating. But what exactly is flexible seating, and why is it so important for children? Flexible seating refers to a classroom setup where traditional desks and chairs are replaced with a variety of seating options such as bean bags, floor cushions, standing desks, wobble stools, and even exercise balls. The idea is to create an environment that allows children to choose where they sit based on their individual needs and preferences. Now, let's dive into why flexible seating is essential for kids: Comfort and Engagement Traditional desks and chairs can be uncomfortable for many children, leading to fidgeting and distraction. Flexible seating options allow kids to find a comfortable spot where they can focus better on their tasks. When children are comfortable, they are more likely to engage actively in learning activities. Promotes Movement Children are naturally active beings, and sitting still for long periods can be challenging. Flexible seating encourages movement and allows kids to wiggle, bounce, or stand while they work. This movement not only helps them stay focused but also improves circulation and overall well-being. Supports Different Learning Styles Every child learns differently, and what works for one may not work for another. Flexible seating accommodates various learning styles by providing options for visual, auditory, and kinesthetic learners. For example, a child who learns best while moving might prefer a wobble stool, while a child who enjoys quiet reflection might opt for a cozy corner with soft cushions. Builds Independence and Responsibility When children are given the freedom to choose their seating, they learn to make independent decisions and take responsibility for their learning environment. They learn to respect the needs of others and understand the importance of making choices that support their own learning. Encourages Collaboration and Social Skills Flexible seating encourages collaboration and interaction among students. Instead of being confined to individual desks, children can easily move around and work together in small groups or pairs. This fosters communication skills, teamwork, and cooperation, essential skills for success in school and beyond. Creates a Positive Learning Environment A classroom with flexible seating feels welcoming and inclusive. It allows children to express themselves and feel valued for who they are. When kids feel comfortable and supported, they are more likely to enjoy coming to school and actively participate in learning activities. Flexible seating is not just about replacing traditional furniture; it's about creating dynamic learning spaces that cater to the diverse needs of children. By providing options for comfort, movement, and collaboration, flexible seating empowers kids to become active participants in their education and sets the stage for a lifetime love of learning. So let's embrace the power of flexible seating and create classrooms where every child can thrive! If your kiddo has an IEP or 504 Plan and would benefit from flexible seating options, ask me how to get it added to the IEP to maximize focus, engagement, and learning. I'm happy to help! Grab a spot on my calendar!

You asked! So here goes... Visual Supports: Visual schedules, charts, and cues help autistic kids understand routines and expectations better. Visual aids such as pictures, diagrams, and illustrations reinforce verbal instructions and concepts. They make a huge difference! Assistive Technology: Providing access to assistive technology like tablets or computers with specialized software can assist in communication, organization, and learning tasks. There are "low" tech options as well, like reading rulers, slant boards, and graphic organizers! Sensory-Friendly Environment: Creating a sensory-friendly classroom environment involves considering lighting, noise levels, seating options, and providing sensory tools like fidget toys or noise-canceling headphones to help children regulate their sensory experiences. And wouldn't this benefit all kids? Clear and Concise Language: Using simple and concrete language when giving instructions or explanations helps autistic children understand better. Breaking down complex tasks into smaller, more manageable steps and providing clear directions for each step can also be beneficial. One-step directions for the WIN! Individualized Education Plan (IEP): Developing an IEP tailored to the specific needs of the autistic child ensures that they receive appropriate accommodations and support services to help them succeed academically and socially. IEPs should not be "cookie-cutter"; they are individualized for a reason! Positive Reinforcement: Recognizing and celebrating small achievements and efforts through praise, rewards, and incentives helps build confidence and motivation in autistic children. Some times a simple "You tried so hard on that!" goes a long way. "Calming Corners" or Break Spaces: Designating a quiet area in the classroom where autistic kids can go to take a break and regulate their emotions can prevent meltdowns and promote self-regulation. We have so many kids, even those who are not autistic, that benefit from a place to "chill". Peer Support and Social Skills Training: Encouraging peer support and providing social skills training can help autistic children develop friendships, improve social interaction, and navigate social situations more effectively. Kids are so good at supporting each other and being kind! Flexible Pacing and Structure: Allowing for flexibility in pacing and adapting the structure of activities to accommodate individual needs helps prevent overwhelm and promotes engagement in learning. There are ways to still capture what a kid knows with the right accommodations. Collaboration with all members of the IEP Team: Maintaining open communication and collaboration with parents and caregivers ensures a consistent approach to supporting autistic children both at school and at home. It also provides valuable insights into the child's strengths, challenges, and preferences. Let's keep IEP meetings kind, collaborative, and cooperative! If your kiddo would benefit from any of these supports, they can be included in the IEP. Need help navigating the IEP and want to grow your knowledge of "what's what"? CLICK HERE to schedule a consultation!