How should educators approach autism, and how can understanding autistic identities help educators better support autistic and non-autistic students?
Category: education
![Book cover with an orange background. An illustration of the lower halves of five folks is at the top: A yellow guide dog, a person with brown skin using a cane, a person with brown skin standing with their hand on their hip, a person with white skin and crossed ankles standing with their hand on their hip, and a person with brown skin using a wheelchair.]](https://thinkingautismguide.com/wp-content/uploads/2021/06/WeMoveTogether-9200854.jpeg)
We Move Together should be in every library that children have access to. It should be read to classes—I think it is appropriate for any elementary school age or even middle schoolers.
We can be the teachers that our students need. We can celebrate neurodiversity while we hold ourselves to higher standards. We can provide robust education, equal access to the curriculum, and a life of autonomy and dreams. It starts with this…
The Autism Awareness, Care, and Training (AACT) school in Accra, Ghana is a place of peace, calm, and competence—plus the occasional whoop, shout, or “eeeee”—while students and staff radiate not just positivity but confidence. This is because students are encouraged to learn to the best of their abilities, and are appreciated for exactly who they are. AACT is a remarkable place.
How the right accommodations helped one autistic student instantly go “from being a misunderstood, odd child with behavior problems to being a supported autistic child.”