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Helping Neurodivergent Students Find Success in the Classroom

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Helping Neurodivergent Students Find Success in the Classroom

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Monday, April 13th - Friday, April 17th Door Decorating 

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Monday, April 13th - Friday, April 17th Door Decorating 

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Decorating Door Contest week of 13th and judging on 17th

1. Prize Robinwood with pizza and level 4

2. 5th graders in level 4 will judge

3. Doors need to have student made elements on it

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Tuesday, April 14th: How to Make Friends

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Tuesday, April 14th: How to Make Friends

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This website has videos to share with students as well as articles and games!

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Autistic children can face unique challenges establishing and maintaining friendships. Here are some resources that can help.

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What its like living on the Autism Spectrum

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What It's Like Living on the Autism Spectrum (Full Episode)

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Video for 3rd-5th

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Autistic children explain autism in 60 seconds!

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What is autism?

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Fresberg Cartoon – Learning & History for Students

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Why Some Kids Think Differently! 🧠 Autism Facts Explained | Autism Awareness Month

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This picture represents what the brain looks like when both an autistic person and a neurotypical person are having a conversation. The autistic person has to process so much more information in order to communicate compared to the neurotypical person.

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Many individuals with autism or other disabilities use many different ways to communicate. This video helps you understand what an AAC device is used for and how it works.

Remember,

- Non verbal doesn't mean non hearing

- Non verbal doesn't mean non thinking

- Non verbal doesn't mean non understanding

- Non verbal doesn't mean not having something to say

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Introduction to Augmentative and Alternative Communication (AAC)

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Autism Acceptance Jeopardy Game

*double click on the page to start the game*

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Copy of Autism Acceptance Jeopardy Game for Elementary School

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This website has been created with Canva, but the content is User Content that is subject to our Terms of Use. If you see anything that breaches our acceptable use policy, please report it to our content review team.

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Event Details:

Location: Track behind the school (near the baseball field)

Time Slots:

9:45–10:15

10:30–11:00

11:15–11:45

Sign up with buddy class using this link

https://www.signupgenius.com/go/10C054DAFA92EAAFCC25-63054712-autism

We’re excited to have you participating in our upcoming Autism Acceptance Walk at Morse Elementary on Friday, April 10th!

This event is an opportunity for our school community to celebrate Autism Acceptance Month by promoting understanding, inclusion, and empathy. Through this walk, we aim to help students “walk in the shoes” of others and recognize and appreciate the differences that make each of us unique.

Please attend during your scheduled time slot. When you arrive, help guide your students onto the track and encourage positive participation and respectful behavior throughout the walk.

We also invite both staff and students to wear bright rainbow colors or an autism acceptance t-shirt to show support and help create a vibrant, inclusive atmosphere.

This is our 5th annual walk, and it’s always a meaningful and memorable experience for our students. Thank you for helping make this event special and impactful!

If you have any questions, feel free to reach out. We look forward to seeing you there!

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Please review the available slots below and click on the button to sign up. Thank you!

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Monday, April 20th - Friday, April 24th School Wide Activity 

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Monday, April 20th - Friday, April 24th School Wide Activity 

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School Wide Project

1. Each class will receive colored infinity symbol templates.

2. Give one infinity symbol to each student.

3. Ask students to write or draw what makes them unique on their symbol.

4. Allow time for students to share (optional) and celebrate their differences.

5. Collect all completed infinity symbols by the end of the week and put them is Mrs. Collins mailbox!

6. The Level 4 team will assemble all symbols into one large infinity display in the cafeteria.

Together, this activity will highlight the importance of acceptance, inclusion, and celebrating what makes each of us special.

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Action Behavior CentersApr 24, 2025•3min read(Updated:Mar 11, 2026)

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The Infinity Symbol for Autism: Moving Toward Inclusion and Acceptance

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Discover the meaning behind autism symbols, including the rainbow infinity symbol, and how Action Behavior Centers supports autism acceptance through inclusive care and ABA therapy for autistic children.

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Monday, April 27th Wear Your Favorite Team

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Monday, April 27th Wear Your Favorite Team

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Read Aloud

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🐧 MY BROTHER OTTO | Kids Book Read Aloud | An Autism Acceptance Book

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There's all kinds of autism

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All My Stripes Read Aloud

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All My Stripes: A Story for Children with Autism read by Shaina Rudolph and Danielle Royer

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This video explains the process of Synaptic Pruning which is a great way for kids to see how the autistic brain is different. This is a more complicated explanation, and I would recommend only 4th and 5th graders watch this. I would love to come explain if any students have questions! A great way to sum this up is

"Imagine your brain is a garden. When you are little, it grows lots of plants, weeds, and vines (connections) everywhere. Pruning is the gardener trimming back the extra, unneeded plants so the main path is clear and the best flowers can grow." An autistic brain does NOT have the gardener (the brain does not produce the protein to break down the neurons), therefore their garden (brain) is very crowded and filled with a lot of information. A person without autism DOES have the gardener and is able to break down the weeds and vines (connections) that are no longer needed and to make room for new ones to grow!

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Synaptic Pruning & Hyperconnectivity (Autistic Vs Non-Autistic Brains)

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Tuesday, April 28th Neurodiversity Tuesday

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Tuesday, April 28th Neurodiversity Tuesday

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Wednesday, April 29th Wild About Kindness

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Wednesday, April 29th Wild About Kindness

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Thursday, April 30th Positivi-Tee Thursday

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Thursday, April 30th Positivi-Tee Thursday

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Thursday April, 30th School Wide Clap Out

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Thursday April, 30th School Wide Clap Out

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On April 30th, our Peer-to-Peer Bowling Team will have their final “competition” at 5 Star Lanes. We will be leaving the building around 9:30 AM. Students in the Level 4 program, along with participating peers, will begin in the media center.

We will run this event similarly to Mustang of the Month. Staff and students are invited to line up outside of their classrooms to “cheer” on our bowlers and peers as they walk down the hallway to the bus.

To ensure this is a sensory-friendly experience, we ask that this be a silent clap-out. This means keeping volume levels low while still showing support. You can cheer on students by using the universal hand sign for “Yay!” (please see the video above for a demonstration).

Students are also welcome to:

Make signs to support the bowlers

Use bubbles as a quiet and fun way to celebrate

Thank you all for your participation and support. Our students may not always show it, but being included and celebrated in this way means so much to them!

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Friday, May 1st  Sensory Friendly Friday 

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Friday, May 1st  Sensory Friendly Friday 

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Click the link each day and share a fact with your class! There is a Jeopardy game attached to one of the days that aligns well with this!

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This website has been created with Canva, but the content is User Content that is subject to our Terms of Use. If you see anything that breaches our acceptable use policy, please report it to our content review team.

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The information above is for all classroom teachers. This information is not intended to be shared with students, rather a resource for you!

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Inclusive education, where students with autism learn alongside their non-autistic peers, offers significant benefits for all students involved. This approach fosters social skills, understanding, and acceptance among students while providing a supportive learning environment.

This blog offers practical, evidence-based strategies for teachers to effectively support and teach students with autism in an inclusive classroom setting.

Teaching Students with Autism in the Inclusive Classroom

An inclusive classroom is a general education setting where students learn together with and without learning differences.

These classrooms bring a wealth of benefits to both autistic and non-autistic students. For students with autism, inclusion can lead to improved social skills and enhanced peer interactions. Being part of a diverse classroom allows them to learn appropriate social behaviors and communication techniques through observation and peer interaction.

Non-autistic students benefit by developing empathy, understanding, and acceptance of differences, which prepares them for a diverse world outside of school.

Inclusive education and diverse classrooms encourage differentiated instruction and personalized learning approaches, benefiting both autistic and non-autistic students. Successful inclusion programs promote a welcoming environment where differences are valued and learning opportunities are accessible to all children.

Working with Children with Autism: 7 Teaching Tips

The effective inclusion of students with autism in the general education classroom requires preparation and supportive lesson planning, along with evidence-based strategies for teaching students with autism in the inclusive classroom.

Tailoring instruction is critical, as it addresses various learning styles and ensures all students can engage with the material effectively. Here are seven autism teaching methods to consider:

Visual schedules and supports are fundamental in helping students understand daily routines and expectations. These aids, including picture cards, charts, and diagrams, provide a clear structure for the day.

Visual aids can help students with autism comprehend and retain information more effectively , reduce anxiety and frustration, and promote independence.

Clear and direct instructions will help all young children understand and follow directions. In working with children with autism, they may often struggle with abstract language. Incorporating clear, concise instructions and breaking tasks into smaller, manageable steps also aids in comprehension and task completion. In the Incredible Years' Teacher Autism program , this approach is further refined to meet the unique needs of each child. The program aids preschool teachers in identifying each child's unique language level. It then guides them in setting goals for gradually increasing the child's language ability, tailoring the approach to the unique level, abilities, and goals of each child. The program also incorporates the use of cue cards and non-verbal cues, which can be particularly effective for children with autism, further facilitating their understanding and engagement in the learning process.

Additionally, try speaking to students' interests in your lessons, as it may also enhance engagement and motivation, making learning more relevant and enjoyable.

Positive reinforcement and reward systems, such as token economies, motivate students and reinforce desired behaviors. In the context of the Incredible Years' Teacher Autism program, these strategies are adapted to suit the developmental needs of children aged 2-5 years. The program employs praise, descriptive commenting, and coaching to encourage positive behavior and learning. It also assists teachers in setting individualized goals for each child, taking into account their developmental stage. While incentives and rewards are used, they are carefully chosen to be developmentally appropriate for this younger age range, ensuring that they effectively motivate and engage the children in the learning process.

Applied Behavior Analysis (ABA) is an evidence-based methodology that uses positive reinforcement to encourage desired behaviors and skills. It is a therapeutic approach used to help children with Autism Spectrum Condition(s) manage or eliminate problem behaviors, including self-harm and disruptions to others, by employing incentives to reinforce positive behaviors.

Establishing clear routines and expectations is crucial for creating an inclusive classroom environment. Predictable routines help reduce anxiety and provide a sense of security for students with autism.

But sometimes things change. Preparing for transitions and changes in routine is another critical strategy for teaching students with autism in the inclusive classroom. Again, students with autism may find unexpected changes stressful, so giving advance notice and using visual or verbal cues can help them transition more smoothly.

Implementing flexible seating options and movement breaks can also accommodate students' physical and sensory needs.

Encouraging positive peer relationships and collaboration through group activities and buddy systems fosters a supportive and inclusive classroom.

In the Incredible Years Helping Preschool Children with Autism program, teachers learn how to: * model, prompt, and coach children's social behaviors (waiting, helping, sharing) and social communication.

Self-advocacy and independence are also encouraged to help students develop essential life skills and confidence that promote their long-term success. Students with autism may struggle with social interactions, which is why it's important to note that they might not react to bullying in expected ways. Due to the occurrence of communication challenges, Autism Speaks shares that it's important to thoroughly understand the situation before making judgments about their behavior or assigning fault.

Collaborating with special education professionals and families ensures a consistent approach between home and school, enhancing the overall effectiveness of interventions. Staying patient and flexible is crucial, as each student with autism is unique and may require different approaches.

The Incredible Years offers an evidence-based Teacher Autism program specifically designed for preschool teachers working with children aged 2-5 years. This program leverages autistic students' strengths by providing predictable routines, visual supports, and organized classroom environments to enhance engagement, independence, and appropriate behavior.

Structured Teaching strategies are designed to be adaptable across different settings and curriculum areas, acting as both teaching tools and classroom frameworks. These strategies, similar to those used in the Incredible Years program, leverage autistic students' strengths. However, Structured Teaching may be more suitable for teachers working with older children

Utilizing Incredible Years Resources for Supporting Students with Autism

These resources are geared toward promoting children's' social and emotional learning, emotion regulation, problem-solving skills, and academic success, and in fostering positive parent-teacher-child relationships

IY programs also emphasize the importance of collaboration between teachers and parents. This partnership is crucial for reinforcing positive behaviors and skills across environments while creating a holistic support system for the child.

The Helping Preschool Children with Autism program , is the program for preschool teachers who are supporting students with autism. This is a comprehensive Teacher Training Program, implemented by group leaders such as experienced teachers, school psychologists, principals, or social workers with school-related experience. These leaders deliver the curriculum to groups of preschool teachers, and parents can also be included as partners in the process.

The program includes six sessions, with content on:

Along with resources such as:

An Autism parenting pyramid poster

The comprehensive leader's manual is valuable for effectively implementing the program's strategies, providing targeted support to address unique needs, and ensuring consistency across home and school environments.

Educators can leverage these resources by integrating structured activities and visual aids into their daily routines, helping to maintain predictability and reduce anxiety for students with autism.

A central tenet of the Incredible Years Autism Programs for teachers and parents is the concept of 'getting into the child's spotlight.' This involves the teacher or parent striving to enter the child's world view by joining their preferred games and activities, even when these may seem unconventional or repetitive. This approach captures the child's attention and interest, making social interaction more rewarding and impactful, maximizing the communication and learning opportunity. Over time, this results in the child becoming more likely to engage with others, providing more opportunities for them to learn from the behaviors that others are modeling. This promotes the child's social interactions and interest in communicating with others, ultimately expanding their spotlight to include new ways of playing and learning from others.

The Incredible Years resources offer a comprehensive, evidence-based approach to supporting students with autism. By utilizing these tools and participating in the available training programs, educators can enhance their ability to create inclusive, supportive, and effective learning environments for all students.

Foster the Inclusion of Students with Autism in the General Education Classroom Today

Inclusive classrooms offer significant benefits for both students with autism and their non-autistic peers, fostering improved social skills, empathy, and better academic outcomes

Teachers can create a supportive and effective learning environment tailored to their students' diverse needs. Embracing inclusion enhances educational experiences and prepares students for a diverse and inclusive world.

Together, we can foster an educational environment where every student thrives and feels valued.

Incredible Years provides evidence-based programs designed to aid early interventions for children to improve their emotional and social competencies, focusing on equipping parents, caregivers, and teachers with necessary strategies and support. Our unique approach is designed to address each child's individual needs and help them thrive. For more information about our programs and how they can help, visit our programs page

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Effective Inclusive Classroom Strategies for Teaching Students with Autism

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Discover effective techniques for teaching students with autism in a inclusive classroom. Learn effective methods that foster learning and engagement.

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Three Ways Teachers Can Support Kids With Autism 

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Three Ways Teachers Can Support Kids With Autism 

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Three Ways Teachers Can Support Kids With Autism

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People who are nonverbal, minimally verbal, or autistic may communicate in many different ways beyond spoken language. It’s important to remember that communication is not limited to talking—everyone communicates, just in different forms.

Common Ways Individuals May Communicate:

Gestures and Body Language
Pointing, nodding, shaking their head, or using hand movements to express wants, needs, or feelings.

Facial Expressions
Smiling, frowning, or other expressions can give important clues about how someone is feeling.

Augmentative and Alternative Communication (AAC)
Tools that support or replace speech, such as:

Communication boards or picture cards (PECS)

Speech-generating devices

Apps on tablets (like Proloquo2Go)

Sign Language
Some individuals use signs to communicate words, needs, or emotions.

Writing or Typing
Using a notebook, whiteboard, or device to communicate through written words.

Visual Supports
Schedules, choice boards, or pictures that help individuals understand and express themselves.

Behavior as Communication
Actions such as moving away, covering ears, or showing frustration can be a way of communicating discomfort, needs, or emotions.

How We Can Support Communication:

Be patient and give extra time for responses

Use clear, simple language

Offer choices (verbal or visual)

Pay attention to nonverbal cues

Model and encourage different ways to communicate

Respect all forms of communication as valid

Every individual communicates in their own way, and our role is to listen, observe, and respond with understanding and respect.