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Supporting Autistic Students:

A Toolkit for Educators and Service Providers

Young Girl Student Holding Books
Evolve Coaching Logo

Evolve Coaching created this toolkit to help teachers, counselors, administrators, and other professionals and volunteers who work with Autistic students in education environments. Our goal is for this toolkit to help you empathize with, support, and prepare Autistic students in high school and post-secondary education environments. The toolkit includes:

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  • A basic explanation of neurodiversity and autism

  • Examples of challenges Autistic people face in educational settings that are not designed to include them

  • Practical ways to change these settings

  • Suggestions for how to better support students

Autism is a disability that affects how people’s brains develop. People with autism are described as autistic. Autism affects how people communicate and interact with their environment. Autism is a spectrum disorder, which means one Autistic person’s experiences may be quite different from another’s.

Any education that a student gets after
finishing high school (or getting a GED) is post-secondary education. This can include college, university, and trade schools. Post-secondary
education is also sometimes called “continuing education” or “higher education.”

One of the best and easiest ways to support all students is to design environments to be inclusive from the start. This is an idea called “Universal Design.”    Universal Design is a flexible way of thinking about teaching. The goal of Universal Design is to get rid of obstacles in the learning process in order to support students of all abilities and needs. This happens when teachers:

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  • Give students options

  • Share information in several different ways

  • Let students learn in the way that works best for them

Universal Design is a flexible way of thinking about teaching. The goal of Universal Design is to get rid of obstacles in the learning process in order to support students of all abilities and needs.

This toolkit was created specifically to help Autistic students, but everyone learns in their own way. These tools can improve learning environments for all students.

ABOUT

Who is Evolve Coaching?

Evolve Coaching is a nonprofit organization in Pittsburgh. Evolve’s mission is to support individuals with disabilities and their communities through education, employment, and the arts. We created Evolve because we wanted to help neurodiverse    college students and job seekers. We wanted them to feel prepared to advocate for themselves and define their own success.

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We now help more than 250 neurodiverse people each year, providing coaching and social and professional support that is designed to fit each person’s unique needs. We work with schools, employers, and community groups to help them build more inclusive spaces for all people. We also work directly with Autistic people. Our support has had a big impact, and the need for our services is growing tremendously as diagnostic screening measures are becoming more sensitive

Neurodiversity describes all the different ways that human brains can work. A group of people with a variety of brain functions would be described as a neurodiverse group. Neurodiversity includes both neurotypical and neurodivergent brains. People have preferences about referring to themselves as “neurodiverse,” “neurodivergent,” or “neurodistinct.”

A nonprofit organization is a group, like a
corporation or charity, that purposely does not earn money for its owners. Instead, nonprofits usually work toward a goal that they see as good for society. Political groups, churches, arts organizations, and clubs can all be nonprofits. There are laws limiting what nonprofit organizations can and cannot do with their money. Groups that follow these laws are officially seen as nonprofits by the government and get tax benefits.

92% of Evolve’s college coaching clients graduate from college.

90% of Evolve’s job seekers find work.

Evolve has worked with more than 100 employer partners to help them hire and support adults with disabilities.

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Evolve is focused on our clients’ personal success, but we know that community inclusion is just as important. We want to help create a world where all people are valued. That is why we work with schools, employers, and community groups: because they have the power to control people’s environments. We hope to show these groups how they can use their power to make our culture more inclusive.

Evolve is Evolving


​Even though we offer many useful tools, we know that Evolve can still grow as an organization. Language, society, and the needs of Autistic people are always changing, and we want to honor that. For this reason, this toolkit is designed to be regularly updated to reflect new things that we learn.

METHODOLOGY

Methodology

This toolkit was created by Evolve Coaching with Workhorse Collaborative and was funded by the Richard King Mellon Foundation. We decided what information to include using focus groups and surveys that we gave to:

Autistic self-advocates

A self-advocate is a person who speaks for themself about what is important to them. To be a self-advocate, a person needs to be able to:

○ Know what challenges they are facing

○ Know what will help

○ Know how to communicate what they need

The parents of Autistic self-advocates

University and high school educators

Disability service providers

A disability service provider is anyone who
helps disabled people work, study, or live their lives. Because disabled people have a vast range of abilities and needs, disability service
providers give many different types of support. 

Evolve Coaching takes a trauma-informed approach to our work. This means that we know clients may have experienced trauma in the past, and we are careful to learn about their experiences and avoid causing more trauma. Our work is guided by what our clients and Autistic self-advocates tell us they need. For this reason, the suggestions and points of view in this toolkit may be different from what you usually see.

The term “trauma-informed” is used when describing how a person or organization approaches their work. To behave in a
trauma-informed way is to:
○ Understand that the person you are dealing with may haveexperienced trauma in the past
○ Try to learn about this person’s experiences
○ Be careful to avoid causing more trauma

three women having a discussion in a room

Glossary Terms

Here are some of the terms you’ll see used throughout this toolkit. The terms are in alphabetical order. You can see more terms by clicking through the tabs at the top labeled "A - D," "F - I," and so on. Some terms have one or more buttons after the definition. These buttons link to resources with more information about the topic.

​Ableism/Ableist

Ableism is a bias that assumes that disabled people are worse or less capable than people with typical abilities. Ableism also describes the discrimination that happens because of this belief. Ableism includes bias against people with any type of disability, including neurological disabilities like autism. Like with many other biases, it is possible to be ableist without realizing it. 

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Examples of ableism and suggestions for how nondisabled people can become less ableist

Please note, this article uses person-first language, while Evolve prefers identity-first language. You can learn more about identity-first language  here.

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Disability activist Leah Smith discusses experiencing ableism

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Accommodations

An accommodation is a change that makes it easier for students to learn. Accommodations may change:

  • ​How information is given to students

  • How students are expected to show what they have learned

  • What the environment is like where learning happens

When people use the term “accommodations,” they are often talking about Individualized Education Programs (IEPs), which allow specific changes to help disabled students. The word “accommodation” can also describe other ways that people help each other. This toolkit is filled with ideas for how to accommodate your students’ unique learning styles.

 

Autistic

Autism is a disability that affects how people’s brains develop. People with autism are described as autistic. Autism affects how people communicate and interact with their environment. Autism is a spectrum disorder, which means one Autistic person’s experiences may be quite different from another’s.

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A definition of autism and a detailed list of challenges often faced by Autistic people, with a video

 

The majority of Autistic people prefer to use “identity-first” language to talk about themselves. This means that they like “Autistic person” better than “person with autism.” This toolkit uses identity-first language. You can learn more about that here:

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A discussion of identity-first vs. person-first language by the Autistic Self Advocacy Network, with links to many other resources

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Disability Service Providers

A disability service provider is anyone who helps disabled people work, study, or live their lives. Because disabled people have a vast range of abilities, needs, and experiences, disability service providers give many different types of support. Service providers might support Autistic students by:

  • ​Helping them participate in school activities

  • Helping them access services

  • Helping them develop the communication skills needed to have their needs met and build authentic connections

GLOSSARY

Autism in Education

AUTISM IN EDUCATION

Autistic Students and
Post-Secondary Education

Young Autistic adults are much less likely to enroll in college than non-autistic students. There are many reasons for this, including:

Financial need

Lack of support at school

Lack of support outside of school

Admissions staff may be biased about Autistic people’s abilities

High school teachers or counselors might discourage applying due to bias

Autistic people may have internalized bias, making them fear they can’t do well at college

College or trade school will not be the right next step for all students after high school. Prepare students for all options. Be patient and supportive. Do not make assumptions about their future based on whether they have a disability. Assume that they are competent. There are many reasons Autistic students may come to post-secondary education later than non-autistic students. Do not assume that Autistic students have had the same life experiences as non-autistic people of the same age.

High School Friends

“Teaching professionals need to avoid overgeneralizing strengths and challenges in some areas into all other areas. Please do not mistake students’ variable performances as reflective of effort or motivation. I wish teachers would have understood striving for perfection is not healthy and the impact this was having on my mental health under the surface. Students are so much more than their grades and adherence to classroom rules.”

--- Autistic Self-Advocate

Neurodiversity, Autism, and Ableism in Education

Ableism is a bias that assumes that disabled people are worse or less capable than people with typical abilities. Ableism also describes the discrimination that happens because of this belief. Ableism includes bias against people with any type of disability, including neurological disabilities like autism. Like with many other biases, it is possible to be ableist without realizing it.

The concept and theory of “neurodiversity,” formalized by Judy Singer in her honors thesis (1988) and a subsequent book chapter (1999), was ultimately popularized by Steve Silberman in his bestselling and award-winning book, “Neurotribes,” (2015). The term was developed collectively by Autistic and ‘cousin’ members of the Autism Rights and Neurodiversity movements in the early to mid 1990s. Neurodiversity describes how all human brains naturally vary in how they handle information. One form of neurodiversity is autism. Autism describes a wide range of challenges and behaviors related to communicating and interacting with the world. Autistic people represent just some of the many ways that people’s brains can work. When we use the term “neurodiversity,” we purposely avoid medical language. We do not want to talk about autism like it is a disease or illness for two reasons:

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  • Because autism does not need to be cured

  • Because people without a formal diagnosis can still be Autistic

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Education environments were created for neurotypical people. Many tools built for people who work with Autistic students also focus on the comfort of neurotypical people. This toolkit was created with a focus on the comfort and needs of Autistic people.

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A term describing the idea that all brains in the human species naturally vary in the way they organize and process information, and all ways are valid

KEY TAKEAWAYS

Key Takeaways

In this toolkit, we included a list of common challenges neurodiverse people face and a list of practical adjustments you can make to better support Autistic (and all other) students. One of the most important changes a neurotypical person can make is to work toward a neurodiversity-positive mindset. Here are some ways that you can think and behave more positively toward Autistic students:

Do assume that all of your students are competent, even if their behavior does not match your expectations.

Do not assume that a student is not interested or does not care just because they are not making the progress you expect.

Do not pity, apologize for, or talk down to Autistic students. Treat them as you would treat any other person you respect. Keep in mind that people sometimes act this way towards Autistic people without realizing it.

Do not tell Autistic people that they do not look or seem Autistic if they do not display the stereotyped traits you may have been told are usual among Autistic people. For example, lack of eye contact is often named as an “autistic” behavior. But, just like neurotypical people, Autistic people vary widely in how they act.

Remember that receiving a diagnosis is positive for many Autistic people. An autism diagnosis can bring a feeling of relief and a sense of community.

Be empathetic and supportive. Empathy is when we share someone else's feelings, with or without being explicitly told about them. Empathy can describe the emotions we have when we see another person having similar emotions; it can also describe our ability to imagine what it is like to be in another person's situation. Although it is often thought of as only a feeling, empathy is a skill that can be learned and practiced. When we are empathetic towards others, we are more likely to be kind to them and help them.

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Harmful stereotypes may tell us that Autistic people do not or cannot empathize with neurotypical people. This is not true. Unfortunately, believing that it is can lead neurotypical people to behave less empathetically towards Autistic people. Universal teaching methods and flexible approaches to learning help all students succeed, not only Autistic students. Treat your Autistic students with the same empathy you give to neurotypical students. The most important and repeated thing we hear from our community of self-advocates is that they want others to practice empathy towards them.

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Autistic people are often ignored, silenced, or misunderstood when they are in environments that were not built to include them. This can feel lonely, especially when dealing with additional challenges. 70% of Autistic people have mental health diagnoses, which often come with related medical issues. We can not always see what challenges people are dealing with. Educators and service providers can help by being curious. Try to understand what is getting in a student’s way. What could you change to help them succeed? Ask, do not assume.

“Try to approach me, particularly when whatever I am doing doesn’t make sense to you or causes you to feel uncomfortable, with a spirit of, “What happened/is happening?” rather than, “What is wrong with you?!” Center me. Problem-solve with me.”

--- Autistic Self-Advocate

Some students do not have very much experience advocating for their needs. They may not always know what will best help them. With that in mind, we have included several examples of common challenges and tools that self-advocates in our community have said were helpful to them. This list is sourced from many different people. Not all of the tools will be helpful to everyone. The list does not cover every possible situation, but it is a good place to start.

Challenges

Possible Challenges of Educational Settings for Autistic People

Assumptions About Autism

Some harmful assumptions include:

  • Autistic students are usually white, male, and middle-class.

  • It will be obvious if a student is Autistic because all disabilities are visible.

  • Autistic people are either incapable in all areas, or

  • They are incapable in most areas but a genius at one special topic, like math. The word “savant”    is often used to describe this scenario. Savant is now widely thought of as an offensive word.

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These are just a few of the assumptions that harm diagnosed and undiagnosed Autistic students. Their neurodiverse needs and behaviors may be seen as defiance, lack of care, or lack of ability. This can lead to a lack of support.

The word “savant” describes a person who is incapable in most areas but a genius at one special topic, like math. This term is usually only used to describe people with intellectual or developmental disabilities. Savant is now thought of as an offensive word

“Growing up as an undiagnosed Autistic kid in the education system was incredibly difficult, largely due to the adults in my life who could not or would not even begin to understand why I was struggling. When I got to high school, my grades quickly dropped and I was struggling way more. It was hard for me to get work done outside of school, and I couldn’t keep up with assignments. Instead of being offered help, or even asked what was going on, I was consistently told by many of the adults in my life that I was just lazy.”

--- Autistic Self-Advocate

  • Lack of Independence
    In Evolve’s experience, high school systems require parents to push for support and services for their children. This sometimes means that students are not allowed to practice advocating for themselves. They may or may not know exactly what they need or how to ask for it. This can be hard for students when they begin their post-secondary education. In post-secondary settings, students are usually expected to get the help they need all by themselves. People who work in these environments are sometimes less patient when a student does not know what they need, or does not meet expectations. Often, when students are reluctant to self-advocate, it is because of internalized ableism. Internalized ableism is when disabled people believe negative stereotypes about themselves and judge themselves harshly based on these beliefs. Help prepare students to speak about being Autistic in a positive way by highlighting their unique strengths when they ask for support.
  • The False Belief That Accommodations Hurt Learning
    You may already be familiar with the difference between equality and equity. Equality is when everyone gets the same thing, and equity is when everyone gets what they specifically need to be able to do the same tasks. Some Autistic students need accommodations in order to have an equitable chance to succeed. The word “accommodations” usually refers to the help required by law for disabled students, often called an Individualized Education Plan or IEP. It can also describe other ways that people help each other. Just a few examples of accommodations a student might need include: Receiving expectations in writing Extra time to complete an assignment Testing in a quieter learning environment Education professionals in both high school and college sometimes refuse to give accommodations to students. They might say that giving students accommodations in the classroom gives them a false sense of what to expect when they leave school. People who believe this may worry that if students are not allowed to fail at school, they will be more likely to fail later in life. We ask that you think of accommodations as a way to give students the tools, space, and time to learn how to meet requirements. Without them, students may not feel they have what they need to succeed. They may fail to learn, or even fail to try. Remember that education environments should help students get ready for their next steps. The goal is to teach skills that students can improve with time and practice. These environments are not meant to be exactly the same as a job. Furthermore, most jobs also provide training before expecting workers to be able to complete tasks on their own.
  • Sensory Experiences
    Sensory processing is a term that describes how people take in information through their senses (touch, smell, sound, etc.). Differences in how people take in sensory information can mean that environments that are comfortable for one person may be uncomfortable for another person. For some Autistic people, this can lead to distraction or even feelings of pain. This is called sensory dysregulation. Here are a few things that can cause sensory dysregulation: Lights that are too bright, or buzz too loudly Loud or sudden sounds Rooms or hallways that are too crowded Rooms that are too empty or quiet Clothing that is too itchy, soft, hot, or noisy Individual students may want less or more sensory input. Their desire for input may also change from moment to moment or day to day.
  • Expectations of Time Management
    A neurodiversity-positive mindset understands that everyone’s internal clock handles time differently. This is especially true when students are doing deep, focused work. Time blindness is a term that describes being unable to sense how quickly time is passing. Time blindness is one form of executive dysfunction. Executive dysfunction is when a person’s ability to manage their thoughts, emotions, and actions is interrupted or challenged. This impacts many Autistic people’s ability to plan, organize work, manage stress, and meet deadlines.
  • Myths Surrounding Verbal Communication
    Neurotypical people may have unfair or untrue expectations around verbal communication. These expectations could include: Myth: Everyone should communicate in the same way. Some people think that everyone uses the same tone of voice and facial expressions to express the same emotions. ○ In fact, people can use many different expressions and tones when feeling the same emotions. This is part of neurodiversity! Myth: Students should speak in class. Many teachers believe that the best way to tell if a student understands and is paying attention is by whether and how they speak during class. ○ There are many reasons why someone may not speak in class, or may not participate in ways that you expect. This could include: Social anxiety Needing longer to think about their ideas Learning better by listening Finding it easier to think through ideas using repetition, or by clarifying details you find unimportant Myth: Students need to take notes. Teachers may expect that students are able to take good notes at the same time as listening to a lecture. This could be no problem at all for some students, while others may find it difficult. Some students may need more time to process what they hear before they can turn these ideas into notes. Myth: Students should understand non-literal language. When teachers use idioms in speech, in written instructions, and on test questions, it can cause confusion. Autistic students in particular can find it hard to understand non-literal language. This can also be a challenge for many other students, including neurotypical ones! Differences in culture, age, or language fluency are just some of the reasons that a student may not know all the same idioms as the teacher does.
  • Assumptions About Sensory Regulation
    A common assumption is that students do not need to use their bodies or voices to manage their senses, energy, and emotions. Some students cannot regulate how they are feeling as well without using movement or sound. Classroom environments often have strict rules about behavior. This can make Autistic students feel an even stronger need to fidget or “stim.” Stimming is a term used to describe when people use repeating motions or sounds to help regulate their emotions. These can be subtle or larger sounds and movements. All people sometimes stim, but it is especially common for Autistic students.
  • Not Enough Transition Time
    When moving from one activity or thought to another, students may need more time than teachers expect. Being asked many questions in a row can be overwhelming. Shifting to a new activity without enough transition time can set students up to fail.
  • Vague Instructions
    When instructions are implied or nonspecific, some Autistic students may not be able to guess what you mean. Some examples of this include: If you rely on a lot of nonverbal communication If you state that something might be on a test If you set a deadline of “mid-week” when you specifically mean Wednesday at 5pm
  • Unspoken Rules and Expectations
    These are rules or expectations that are not explicitly spoken or written anywhere, but are expected to be known by all group members. When people don’t follow these unstated rules, they are sometimes seen as odd. Worse, they may be seen as purposely acting badly, and then they may be scapegoated.
  • Scapegoating
    Scapegoating is when one person is blamed for something that someone else did. It also describes when one person receives hostility for no clear reason. Just like neurotypical students, Autistic students may break rules, intentionally or unintentionally. Once this happens, the behavior of Autistic students may receive much more attention than before. This can feel hostile. Being closely watched is unlikely to help students meet expectations, for two reasons: It is likely to make students feel more anxious and less capable. If many students are breaking the same rule, but only the Autistic student is being monitored, the Autistic student is likely to take all the blame.

Click the downward-facing arrow ( V ) to the right of the text to show more information about each challenge. You can click the arrow again to hide that information.

Below is a list of common challenges Autistic students face. 

CHALLENGES
Recycled Paper

“Try to find ways to have fun with me. That often means that you do what I’m doing, talk about what I’m talking about, play in the manners that I want and like to play. This makes me feel safe. Feeling safe is so very important.”

--- Autistic Self-Advocate

Tools

Tools that May Help Autistic Students

These suggestions are things that Autistic self-advocates have said are helpful to them. It is likely that many of these ideas will help students across the neurodiversity spectrum, including neurotypical students.

  • Lack of Independence
    In Evolve’s experience, high school systems require parents to push for support and services for their children. This sometimes means that students are not allowed to practice advocating for themselves. They may or may not know exactly what they need or how to ask for it. This can be hard for students when they begin their post-secondary education. In post-secondary settings, students are usually expected to get the help they need all by themselves. People who work in these environments are sometimes less patient when a student does not know what they need, or does not meet expectations. Often, when students are reluctant to self-advocate, it is because of internalized ableism. Internalized ableism is when disabled people believe negative stereotypes about themselves and judge themselves harshly based on these beliefs. Help prepare students to speak about being Autistic in a positive way by highlighting their unique strengths when they ask for support.
  • The False Belief That Accommodations Hurt Learning
    You may already be familiar with the difference between equality and equity. Equality is when everyone gets the same thing, and equity is when everyone gets what they specifically need to be able to do the same tasks. Some Autistic students need accommodations in order to have an equitable chance to succeed. The word “accommodations” usually refers to the help required by law for disabled students, often called an Individualized Education Plan or IEP. It can also describe other ways that people help each other. Just a few examples of accommodations a student might need include: Receiving expectations in writing Extra time to complete an assignment Testing in a quieter learning environment Education professionals in both high school and college sometimes refuse to give accommodations to students. They might say that giving students accommodations in the classroom gives them a false sense of what to expect when they leave school. People who believe this may worry that if students are not allowed to fail at school, they will be more likely to fail later in life. We ask that you think of accommodations as a way to give students the tools, space, and time to learn how to meet requirements. Without them, students may not feel they have what they need to succeed. They may fail to learn, or even fail to try. Remember that education environments should help students get ready for their next steps. The goal is to teach skills that students can improve with time and practice. These environments are not meant to be exactly the same as a job. Furthermore, most jobs also provide training before expecting workers to be able to complete tasks on their own.
  • Sensory Experiences
    Sensory processing is a term that describes how people take in information through their senses (touch, smell, sound, etc.). Differences in how people take in sensory information can mean that environments that are comfortable for one person may be uncomfortable for another person. For some Autistic people, this can lead to distraction or even feelings of pain. This is called sensory dysregulation. Here are a few things that can cause sensory dysregulation: Lights that are too bright, or buzz too loudly Loud or sudden sounds Rooms or hallways that are too crowded Rooms that are too empty or quiet Clothing that is too itchy, soft, hot, or noisy Individual students may want less or more sensory input. Their desire for input may also change from moment to moment or day to day.
  • Expectations of Time Management
    A neurodiversity-positive mindset understands that everyone’s internal clock handles time differently. This is especially true when students are doing deep, focused work. Time blindness is a term that describes being unable to sense how quickly time is passing. Time blindness is one form of executive dysfunction. Executive dysfunction is when a person’s ability to manage their thoughts, emotions, and actions is interrupted or challenged. This impacts many Autistic people’s ability to plan, organize work, manage stress, and meet deadlines.
  • Myths Surrounding Verbal Communication
    Neurotypical people may have unfair or untrue expectations around verbal communication. These expectations could include: Myth: Everyone should communicate in the same way. Some people think that everyone uses the same tone of voice and facial expressions to express the same emotions. ○ In fact, people can use many different expressions and tones when feeling the same emotions. This is part of neurodiversity! Myth: Students should speak in class. Many teachers believe that the best way to tell if a student understands and is paying attention is by whether and how they speak during class. ○ There are many reasons why someone may not speak in class, or may not participate in ways that you expect. This could include: Social anxiety Needing longer to think about their ideas Learning better by listening Finding it easier to think through ideas using repetition, or by clarifying details you find unimportant Myth: Students need to take notes. Teachers may expect that students are able to take good notes at the same time as listening to a lecture. This could be no problem at all for some students, while others may find it difficult. Some students may need more time to process what they hear before they can turn these ideas into notes. Myth: Students should understand non-literal language. When teachers use idioms in speech, in written instructions, and on test questions, it can cause confusion. Autistic students in particular can find it hard to understand non-literal language. This can also be a challenge for many other students, including neurotypical ones! Differences in culture, age, or language fluency are just some of the reasons that a student may not know all the same idioms as the teacher does.
  • Assumptions About Sensory Regulation
    A common assumption is that students do not need to use their bodies or voices to manage their senses, energy, and emotions. Some students cannot regulate how they are feeling as well without using movement or sound. Classroom environments often have strict rules about behavior. This can make Autistic students feel an even stronger need to fidget or “stim.” Stimming is a term used to describe when people use repeating motions or sounds to help regulate their emotions. These can be subtle or larger sounds and movements. All people sometimes stim, but it is especially common for Autistic students.
  • Not Enough Transition Time
    When moving from one activity or thought to another, students may need more time than teachers expect. Being asked many questions in a row can be overwhelming. Shifting to a new activity without enough transition time can set students up to fail.
  • Vague Instructions
    When instructions are implied or nonspecific, some Autistic students may not be able to guess what you mean. Some examples of this include: If you rely on a lot of nonverbal communication If you state that something might be on a test If you set a deadline of “mid-week” when you specifically mean Wednesday at 5pm
  • Unspoken Rules and Expectations
    These are rules or expectations that are not explicitly spoken or written anywhere, but are expected to be known by all group members. When people don’t follow these unstated rules, they are sometimes seen as odd. Worse, they may be seen as purposely acting badly, and then they may be scapegoated.
  • Scapegoating
    Scapegoating is when one person is blamed for something that someone else did. It also describes when one person receives hostility for no clear reason. Just like neurotypical students, Autistic students may break rules, intentionally or unintentionally. Once this happens, the behavior of Autistic students may receive much more attention than before. This can feel hostile. Being closely watched is unlikely to help students meet expectations, for two reasons: It is likely to make students feel more anxious and less capable. If many students are breaking the same rule, but only the Autistic student is being monitored, the Autistic student is likely to take all the blame.

If You Want To Help But Don’t Know How

Maybe you want to improve a student’s learning environment or your approach to offering support, but you don’t know how to help. The best thing to do is to start with the student: ask them! Being genuinely inquisitive can show the student you aim to help and it can build rapport, even if the student is not entirely sure what they need at first. With the student’s permission, you can also reach out to their support network to get suggestions.

“To be treated with sincere empathy and given some level of agency. To feel like someone actually cares about what my needs are rather than treating them like an inconvenience. To have someone work *with* and treat me like another human being rather than a charity case/problem student. To actually be told that I wasn’t the problem, and that there was nothing wrong with me as an individual.”

--- Autistic Self-Advocate

HELPFUL TOOLS

Additional Resources

Here is a starter list of resources, guides, and organizations to follow and support for information and advocacy.

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Advocacy
 

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  • Self Advocacy​

    •  An explanation of the benefits and challenges of learning how to tell people about your autism and advocate for yourself, for Autistic students and workers by Stephen M. Shore​

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Autism and Abuse
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Autism and Education
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  • Universal Design for Learning

    • a Primer from Cornell University’s Center for Teaching Innovation

    • An overview of Universal Design: what it is, why it is worth using in the classroom, and how to get started

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The Medical Model
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  • Autism and the Pathology Paradigm

    • A comparison of the “neurodiversity paradigm” and the “pathology paradigm” that highlights the risks and consequences of a pathology model for Autistic people by Nick Walker, PhD

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Overlapping Conditions and Healthcare​

 

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  • PTSD and Autism​

    • A detailed exploration of the overlap between PTSD and autism, including misdiagnosis and co-occurrence, by Autistic clinical psychologist Dr. Meganna Neff​

 

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Terminology
 

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Support Evolve’s Mission

Through one-on-one coaching services, social groups, and peer mentorship, we provide more than 250 young adults each year with individualized support to help them meet their goals and share their talents as respected members of their communities. We support our clients with living independently, navigating the college environment, building community, and transitioning to the workplace. Your donation of any amount helps us reach more people with the support and community engagement they deserve.

RESOURCES

Contact Evolve Coaching

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CONTACT

get in touch

join our mailing list

Subscribe to receive news, updates, and more!

Email us

info@evolve-coaching.org

 

Call us

412-744-9017

Note: Due to the nature of our work, we are not always in the office. Please email for the fastest response time or to schedule a phone call.

​

Follow us

  • Facebook
  • Instagram

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