If you are concerned that a student does not understand your directions, ask him/her to repeat them back to you or to a peer.

This website is dedicated to promoting inclusive schooling and exploring positive ways of supporting students with autism and other disabilities. Most of my work involves collaborating with schools to create environments, lessons, and experiences that are inclusive, respectful, and accessible for all learners.


New features for the new year

Posted on January 01, 2014 in News

Happy 2014 to all of you. In many ways, 2013 was an exciting year for those of us invested in a more inclusive world. In Illinois, we made huge strides in closing institutions; nationally, organizations like Think College and SWIFT gained traction and recognition; and guidelines for extracurricular inclusion were clarified by the U.S. Department of Education.

I am equally excited about 2014, not only because I am hoping for even bigger human and civil rights victories, but also because I get to unveil two new …

TASH: Three days of learning in Chicago

Posted on December 16, 2013 in Advocacy, Families, Inclusion

So I just experienced three days of learning about advocacy, inclusion, communication, support, and abilities right here in my backyard of Chicago, IL. The TASH conference took place in our wonderful city for the first time in over a decade. Unfortunately, visitors were welcomed with freezing temperatures and ice lining the streets!

The conference, however, was fantastic. I attended some dazzling …

Day 12: Your ideas

Posted on December 12, 2013 in Differentiating Instruction, Inclusion

I hope you enjoyed the 12 Days of Inclusion featuring ideas from my new book, From Text Maps to Memory Caps. I would love to hear your feedback on the ideas either in the comments section or via email if you want to let us know how you have used an idea. We would also love reviews of the text on Amazon.com (well, good ones anyway—LOL) if you do have the book and want to post a few comments.

Ok, back to business…..to wrap up this event, I would like to invite you to …

Day 11: Protocol books

Posted on December 11, 2013 in Differentiating Instruction, Families

Teachers often spend the first six weeks or so of school teaching their students various classroom routines such as handing in homework, using the classroom library, changing classes, submitting late assignments, lining up, getting lunch, and finding a book for silent reading. Students learn these routines by practicing them every day, but this management time can be …

Day 10: Do-it-yourself page turners

Posted on December 10, 2013 in Differentiating Instruction, Inclusion

In some instances, differentiation is simply about making simple changes to classroom materials. This is often the case for learners with motor planning problems. These students might require a physical change to the book itself in order to manipulate it and be as independent as possible. This adaptation works well for board books and shorter texts. It can also be used to help students find …

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