Listen to autistic people, respect communication differences, and include the person in decisions that affect them.

Look at the environment, expectations, and access needs—not only at what a person does differently.

• Offer accessible choices
• Respect different communication styles
• Provide reasonable accommodations
• Include autistic people in decisions

Acceptance is not masking

Acceptance does not mean expecting someone to hide harmless autistic traits, force eye contact, or behave in one “normal” way.

Use your influence

Challenge stereotypes, make information accessible, and speak up when policies or environments exclude people.

Speech, writing, typing, signs, gestures, pictures, AAC, facial expressions, and other methods can all be meaningful communication.

Make communication easier

• Use clear, direct language when helpful
• Allow processing time
• Offer visual information
• Ask how the person prefers to communicate

Don't measure understanding by appearance

Eye contact, facial expression, body language, or spoken language are not reliable measures of intelligence, honesty, or understanding.

Communication is two-way

Good communication means adapting on both sides. The person should not have to do all the adapting.

Sound, light, touch, smell, taste, movement, and body sensations can all affect comfort and participation.

Make environments more accessible

• Identify quieter spaces
• Give advance notice about loud sounds or changes
• Allow appropriate movement or sensory breaks
• Reduce unnecessary visual or background stimulation

Ask instead of assuming

Some people avoid certain input; others seek input that helps them regulate, focus, or feel comfortable.

Notice signs of stress

A person may become quieter, move away, ask for a break, cover their ears, seek movement, or communicate in another way when an environment becomes difficult.

Learn communication methods, preferences, strengths, routines, support needs, and goals. Include the autistic person in decisions as much as possible.

Build practical routines

• Use predictable routines when helpful
• Prepare for changes and transitions
• Keep communication supports consistent
• Make time for interests and rest

Build a support team

Depending on the person's needs and choices, support may involve family, school staff, healthcare professionals, community programs, advocates, or other trusted people.

Find reliable resources

Use the Resource Finder to look for verified organizations and services. Check eligibility, location, cost, and accessibility before relying on a service.

Use concise instructions, predictable routines, advance notice of major changes, visual examples, and manageable steps.

Offer multiple ways to respond

• Allow speaking, typing, writing, visuals, or other appropriate methods
• Give processing time
• Consider sensory access
• Support transitions

Create genuine inclusion

Focus on strengths and interests, avoid public shaming, and do not force eye contact or other harmless behaviors.

Remove barriers

Accommodations are tools for access. They are not unfair advantages; they help students participate in learning.

Communication helper

Think about the person's preferred communication method, processing time, visual supports, and how you can adapt too.

Environment check

Look for sound, light, crowding, transitions, movement, and places where a person can take a break.

Inclusive classroom check

Review clear expectations, multiple ways to participate, processing time, sensory access, and transition support.

Inclusion checklist

Listen, respect preferences, remove barriers, include autistic people in decisions, and avoid stereotypes.

📚 First Lesson

Complete your first learning topic.