The Autism Little Learners Podcast

Tara Phillips

You want to help your autistic students or child thrive — but it can feel overwhelming trying to figure out where to start. Whether you're wondering how to build connection, teach communication, navigate sensory needs, or support your paras… you're in the right place. Welcome to The Autism Little Learners Podcast, where compassion meets practical strategy. Host Tara Phillips, a speech-language pathologist with over two decades of experience, brings you neurodiversity-affirming insights, step-by-step tips, and real-world examples that help you feel confident, prepared, and inspired to support young autistic children. This show is relaxed, upbeat, and packed with actionable ideas you can use right away — whether you're a special educator, SLP, general education teacher, paraprofessional, parent, grandparent, or anyone who loves a young autistic child. Each episode explores topics like: Teaching communication and AAC in natural, joyful ways Using visual supports and routines to create predictability Fostering co-regulation and independence Understanding sensory needs and reducing stress Supporting paraprofessionals with clarity and compassion Building strong, trusting relationships with autistic kids Tara's approach is rooted in connection over compliance — helping you see each child's strengths, honor their communication style, and create an inclusive environment where everyone can succeed. Subscribe to The Autism Little Learners Podcast and join the movement toward more compassionate, affirming early childhood education. Connect with Tara: 📘 Facebook: facebook.com/autismlittlelearners 📸 Instagram: instagram.com/autismlittlelearners 🌐 Website: autismlittlelearners.com

  1. 1d ago

    #187: Autism Is Not A Tragedy with Cari Ebert (Keynote from 2026 Preschool Autism Summit)

    div]:bg-bg-000/50 [&_pre>div]:border-0.5 [&_pre>div]:border-border-400 [&_.ignore-pre-bg>div]:bg-transparent [&_.standard-markdown_:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&_.standard-markdown_:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8 [&_.progressive-markdown_:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&_.progressive-markdown_:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8"> _*]:min-w-0 gap-3 [&_>_*:last-child]:mb-0 print:block print:[&_>_*_+_*]:mt-3 standard-markdown"> "Don't buy him letters." That's what a professional told Cari Ebert when her son Aaron was two. He was "obsessed," they said, and needed to be moved toward more appropriate play. Cari ignored them. Those letters were how Aaron showed joy, and how she connected with him. Nearly two decades later, that same deep interest in letters, numbers, and dates is what landed him a job he loves. That moment is the heart of today's episode, because it's exactly what happens when we treat autism as a journey instead of a tragedy. This is Cari's keynote from this year's Preschool Autism Summit. She brings two lenses to it: 30+ years as a pediatric SLP, and 21 years as mom to her autistic son. Together they make a case that so much of what we were taught to fear, grieve, and "fix" was never the problem. The problem was the language, the linear milestones, and the compliance-first thinking we inherited. Cari walks us through Aaron's whole story, from spelling words before he could speak, to teaching himself to tie his shoes at 20, to reading bedtime stories to his baby nephew. Along the way she gives us a clearer, kinder way to talk to families and a real shift in how we show up for autistic children. We'll talk about: why the child is exactly the same the day after a diagnosis, and it's the adults who need to shift the power of first messages, and how "red flags" teach families to fear a diagnosis deficit-based language versus affirming, neutral, strengths-based language what autism is not, and what it actually is the spiky, non-linear developmental profile reframing the spectrum into a support-needs profile honoring autistic joy as the doorway to connection and learning Because we don't get to decide where an autistic child's journey ends. Our job is to keep believing there's more ahead. In This Episode, You'll Learn Why autism is a journey, not a tragedy, and what changes when we lead with curiosity instead of fear How deficit-driven language sends the message that something is "wrong" with the child, and how to choose affirming or neutral language instead Why autism is not a delay, a disease, or something a child outgrows What a spiky developmental profile is, and why milestone charts don't fit autistic development How to give families space to grieve their expectations, not the child in front of them What presuming potential looks like in real life, including how video modeling helped Aaron learn a skill on his own timeline Why deep interests, from Metallica to NASCAR, are the way in, not something to redirect Key Takeaways The diagnosis doesn't change the child; it changes how the adults see and support them Regulation creates the conditions for learning, and connection comes before communication All behavior has meaning; it's a clue, not a problem to extinguish Progress isn't linear, and growth continues across the whole lifespan Communication is a right, not something a child has to earn Autistic children are different, not less We stretch strengths instead of fixing deficits Families are the experts on their child, and the most important members of the team Try This Take one traditional IEP goal and ask AI to rewrite it in neurodiversity-affirming language, without percentage-of-accuracy measures Swap deficit words for neutral ones this week: "deep interests" instead of "obsessions," "prefers consistency" instead of "rigid" Learn one child's deep interest, and use it as your starting point instead of redirecting it Reframe a behavior you'd usually try to stop, and ask what it's communicating about the nervous system Notice a child's glimmers, the small things that bring them micro-moments of joy, and make room for them Start with connection before you ask for a single communication skill Related Resources & Links Cari Ebert's website - The Learning to Learn program, the Silly Sounds cards, and The SLP Talk Show podcast Preschool Autism Summit 2026 - Grab the summit replay bundle, a free guide, and get on the waitlist for 2027 Autism Little Learners Membership When we treat autism as a journey instead of a tragedy, we stop asking a child to prove they're worthy of our belief and start offering it from the very beginning. Cari's son didn't become worthy the day he got a job or gave a keynote. He was always worthy. Once you see every autistic child that way, it changes everything about how you teach.

  2. 1d ago ·  Bonus

    You Might Also Like: On Purpose with Jay Shetty

    Introducing TRAVIS BARKER: "My Biggest Fear Actually Happened" from On Purpose with Jay Shetty. Follow the show: On Purpose with Jay Shetty In this episode, Jay sits down with legendary drummer Travis Barker to talk about the discipline that built his career, the tragedy that almost ended it, and the slow, hard-won path back to peace. Travis opens up about losing his mother as a teenager, his struggles with addiction, the 2008 plane crash that changed his life, and how love, friendship, and sheer determination brought him back to himself. With Love and Gratitude, Jay Shetty PURPOSE10 for 10% at altrarunning.com⁠/onpurpose. Free Shipping and Free 30-Day Trial. JAY’S DAILY WISDOM DELIVERED STRAIGHT TO YOUR INBOX Join 900,000+ readers discovering how small daily shifts create big life change with my free newsletter. Subscribe here: https://news.jayshetty.me/subscribe Check out our Apple subscription to unlock bonus content of On Purpose! https://lnk.to/JayShettyPodcast What We Discuss: 00:00 Intro 01:43 Childhood Memories & Drum Practice 03:08 Skateboarding 03:48 Drum Kit & Musical Genres 05:45 Getting Good & Learning Jazz Charts 07:49 Natural Talent Vs. Hard Work 09:56 Grieving The Loss Of His Mother 11:54 Mom’s Final Advice & Marching Band Tryouts 13:40 Garage Rehearsals & Dad’s Hard Ultimatums 15:58 The Grind of Being In An Independent Band 17:42 Counselors Laughing At The Dream 19:13 How Blink-182 Came Into His Life 22:17 What Practicing Looks Like Today 23:26 Early Financial Success & His Dad’s Advice 26:55 Introduction To Drugs And Self-Medicating 30:48 Inside Blink-182’s First Breakup 32:32 Collaborating With DJ AM 35:01 High-Functioning Addiction & DJ AM’s Intervention 37:01 The South Carolina Show & His Daughter’s Premonition 41:47 The Plane Crash 45:17 Processing Loss And Amputation Fears 48:49 Survivor’s Guilt & 20 Years Without Flying 50:18 How Kourtney Got Him Flying Again 51:36 Skin Grafts And Hospital Suicidal Thoughts 54:44 Grieving the Death of DJ AM 59:20 Feeling The Presence of Passed Loved Ones 01:00:20 Surprises of Life Today 01:01:07 His Relationship with Kourtney Kardashian 01:02:41 Navigating A Miscarriage 01:03:51 Rocky’s Birth And Emergency Fetal Surgery 01:05:25 The Decision To Go Sober 01:07:32 First Flight In 20 Years 01:10:00 Blink-182 Reunion 01:11:53 Overcoming Fear & Running Toward Challenges 01:14:19 What His Mother Would Be Most Proud Of 01:14:45 Favorite Collaborations & Grammy Moment 01:16:10 Travis Barker On Final Five Learn more about your ad choices. Visit podcastchoices.com/adchoices DISCLAIMER: Please note, this is an independent podcast episode not affiliated with, endorsed by, or produced in conjunction with the host podcast feed or any of its media entities. The views and opinions expressed in this episode are solely those of the creators and guests. For any concerns, please reach out to team@podroll.fm.

    You Might Also Like: On Purpose with Jay Shetty

  3. Aug 4

    #186: It's Not Defiance, It's PDA (with Casey Ehrlich) Encore

    The one who melts down at the smallest request, who seems to dig in the moment you say "do this."...you know this child.  In this episode I sit down with Casey Ehrlich, PhD — social scientist, founder of At Peace Parents, and a leader in the first peer-reviewed PDA research in the United States — to talk about PDA: what it is, why it's a nervous system response rather than defiance, and what actually helps. PDA isn't defiance. It's a survival-level drive for autonomy — and once you see that, you respond to the child in front of you completely differently. PDA most often stands for pathological demand avoidance, but many autistic people prefer pervasive (or persistent) drive for autonomy — because autonomy is right at the root of what activates the nervous system. Casey defines it as a survival drive for autonomy and equality that can override other survival instincts like eating, sleeping, toileting, and even safety. We talk through what PDA actually looks like in young children, why behavior that reads as oppositional or manipulative is so often a nervous-system response, and the practical, compassionate shifts that help a dysregulated child feel safe again — in the classroom and at home. We'll talk about: ●  what PDA stands for — and why many autistic people prefer "pervasive drive for autonomy" ●  why demand avoidance is a nervous system response, not manipulation or defiance ●  the five characteristics Casey looks for, including equalizing behavior ●  why we flip the order for PDA kids: nervous system and autonomy first ●  the difference between independence and autonomy ●  real strategies: signals of safety, declarative language, and rhythms over routines In This Episode, You'll Learn •  What PDA is, and why "pervasive or persistent drive for autonomy" may describe it better •  How a survival drive for autonomy can override eating, sleeping, toileting, and safety •  Why "equalizing behavior" can look oppositional but is actually a nervous-system response •  How to read the early signals that a child is moving toward fight-or-flight •  Why reducing spoken language and using declarative language lowers perceived demands •  How to send signals of safety with your face, tone, and body — and why getting low matters •  What the "four S's" — safe nervous system, screens, sensory/novelty, special interest — reveal about regulation •  Why repair and felt safety, not teaching, are the moves in the hard moment Key Takeaways •  PDA is a nervous system response, not defiance or manipulation •  Autonomy is at the root — a perceived loss of autonomy activates the survival brain •  For PDA kids, think nervous system and autonomy first, then sensory, executive function, and communication •  Independence is doing a task alone; autonomy is having a genuine say in what happens •  Signals of safety often matter more than words •  Declarative language lowers the demand a child perceives •  Think rhythms, not rigid routines — even a chosen routine can start to feel like lost autonomy •  Compassion over compliance — always Try This •  Pause and ask whether a behavior might be a nervous-system response to a perceived demand •  Lower the demand: swap questions and directions for declarative, observational statements •  Get low to the child's level and soften your face, tone, and pace •  Offer real autonomy — a genuine say, not just a choice between two adult-chosen options •  Reduce spoken language during escalation and wait for the child to re-engage •  Build in rhythms instead of rigid routines •  In the hard moment, focus on repair and felt safety, not on teaching the lesson Related Resources & Links 💚 Casey Ehrlich — At Peace Parents (free PDA masterclass) 💚 At Peace Parents Podcast 💚 The Declarative Language Handbook by Linda K. Murphy 💚 Free Visual Support Starter Set 💚 Autism Little Learners Membership When we stop asking "How do I get this child to comply?" and start asking "What is this child's nervous system telling me?" everything changes. PDA kids aren't giving us a hard time — they're having a hard time. And when we lead with autonomy, safety, and compassion, we give them what they actually need to come back to calm and connection.

  4. Jul 28

    #185: Why Prompting Backfires: Gestalt Language Processing with Alexandria Zachos - Encore

    That child who waits for you to start every sentence? In this replay I sit down with SLP Alexandria Zachos — founder of Meaningful Speech — to talk about how years of prompting quietly create prompt dependence, and how silence, connection, and a child-led approach help gestalt language processors find their own spontaneous voice. Prompting doesn't lead to spontaneous language. Connection, silence, and meeting a child where they are do. Gestalt language processing (GLP) is a normal, natural way of developing language — just a different path than the analytic, word-by-word route most of us were taught. Alex walks us through what it actually is, how the stages unfold from delayed echolalia to flexible, novel grammar, and why so many kids we've labeled "echolalic" or "scripting" are simply gestalt language processors who need a different kind of support. We also dig into the hard truth about prompting — why fill-in-the-blank, cloze phrases, and always initiating for a child can lead to prompt dependence — and what to do instead: natural language modeling, honoring all communication, and trusting silence to make room for language to emerge. We'll talk about: ●  what gestalt language processing is — and why it isn't a disorder ●  the six stages of gestalt language development, from delayed echolalia to complex grammar ●  how prompting and compliance-based strategies create prompt dependence over time ●  why our ultimate goal is spontaneous, flexible, multimodal communication ●  how silence, connection, and being a trusted communication partner change everything ●  why it's never too late for an older child who has become prompt dependent In This Episode, You'll Learn •  What gestalt language processing is, and how it differs from analytic language development •  How the stages unfold — delayed echolalia, mitigated echolalia, the "magic" word-freeing stage, and grammar •  Why delayed echolalia is always communicating something, even when it isn't literal •  How to do "detective work" to figure out what a child's gestalt actually means •  Why years of prompting and cloze phrases lead to prompt dependence, not spontaneous language •  What targeted natural language modeling looks like across communicative functions •  Why "the change starts with us," not with fixing the child •  How silence and the OWL approach (Observe, Wait, Listen) create space for language to emerge •  Why acknowledging all communication — a smile, a nod, a repeat — builds the trust language grows from Key Takeaways •  Gestalt language processing is a natural way of developing language, not a disorder •  Delayed echolalia is meaningful — it's communicating something worth investigating •  Prompting does not build spontaneous communicators; child-led support does •  Our goal is spontaneous, flexible, novel communication — including through AAC •  Change starts with what we model and how we respond, not with the child •  Silence is a strategy: spontaneous language emerges when the pressure is off •  Acknowledge all communication to build the relationship and trust •  Use a child's own gestalts — and put them into AAC — for instant buy-in •  It's never too late for an older, prompt-dependent child Try This •  Notice how often you prompt, question, or fill in the blank — then try saying less •  Use the OWL approach: observe, wait, and listen before you speak •  Let silence sit; follow the child's lead and join what they love •  Acknowledge every attempt to communicate with a repeat, a smile, or a nod •  Model language naturally instead of asking the child to perform it •  When you hear a gestalt, do some detective work to learn what it means •  Add a child's gestalts into their AAC device for automatic buy-in •  With an older prompt-dependent child, plan low-pressure sessions to rebuild trust first Related Resources & Links 💚 Alexandria Zachos — Meaningful Speech (free masterclass on echolalia & child-led therapy) 💚 Meaningful Speech — Beginner's Guide to AAC (free masterclass) 💚 Natural Language Acquisition by Marge Blanc 💚 Free Visual Support Starter Set 💚 Autism Little Learners Membership When we stop trying to pull language out of a child and start building a relationship they feel safe in, something shifts. Gestalt language processors don't need more prompting — they need us to slow down, model naturally, honor every way they communicate, and trust that the silence is doing work too. That's where spontaneous, joyful communication has room to grow.

  5. Jul 21

    #184: It Started in the Hardest Year of My Life: Autism Little Learners

    Teaching autistic preschoolers can feel lonely. This is the episode where I pull back the curtain on the membership that became the opposite of that island — where it came from, what's inside, and the community that surprised me most. Teaching young autistic children can feel like being on an island. The membership is the opposite of that. I'll tell you how it began in grief, after I lost my dad in 2019, and grew into a genuine passion for helping educators and parents feel less overwhelmed and celebrate the small wins that build on each other. I'll share the story of Laura — a member who started with four empty walls and turned them into a classroom where children are seen, presumed competent, and given every chance to communicate. And I'll tell you why, even with hundreds of resources inside, people don't stay for the resources. They stay for each other. We'll talk about: how Autism Little Learners was born out of one of the hardest seasons of my life why teaching young autistic children so often feels like being on an island the member who started with four empty walls — and what her classroom looks like now the Four Foundations framework: Regulate, Connect, Routines, and Teach what's actually inside the membership (and what isn't the reason people stay) how a community of real educators in real classrooms makes the island disappear In This Episode, You'll Learn How a grief-driven project quietly grew into a community of educators and caregivers Why the "island feeling" — not a lack of skill — is where so many educators stall out How Laura set up a brand-new autism classroom from an empty room using the membership What it looks like to build connection and trust with students before placing demands The Four Foundations that give you a clear path through your day What the membership includes: resources, on-demand trainings, handouts, adapted books, and a high support needs curriculum Why presuming competence changes what children are able to show you Key Takeaways You don't have to do this work alone The island feeling is common — and it's usually where progress stalls Transformation rarely starts with a breakthrough; it starts with support and consistency Presume competence — never underestimate what a child can do Children are soaking it all in, even when it looks like they aren't watching Resources matter, but community is what keeps educators going Small, consistent shifts — supported and sustained — are the ones that change everything Regulate, Connect, Routines, Teach: a simple framework for a complicated day Try This Name your own "island" moment — then bring it to people who understand it Model AAC with no pressure and no expectation of an immediate response\Build connection and trust with a student before adding any demands Set up one predictable routine that helps a child feel safe Turn a board book you already own into an adapted, hands-on book Celebrate one small win this week, and share it with another educator When you feel stuck, reach for a person, not just another resource Related Resources & Links 💚 Autism Little Learners Membership 💚 Preschool Autism Summit This membership is the opposite of the island. It's an empty room becoming a place where children are seen, presumed competent, and given every chance to communicate and learn — with a whole community standing alongside the educator who makes it happen. If you've been feeling that island feeling lately, come take a look. I think, for a lot of you, it will feel like home.

  6. Jul 14

    #183 Presuming Competence in the Preschool Classroom

    My non-speaking three-year-old student told me "This is boring" on his AAC device. That moment changed everything for me, because that is communication, and that is competence. It's exactly what today's episode is about: presuming competence, an idea that quietly shapes everything else we do with young autistic children. Because so often, the ability was there all along. What was missing wasn't the child's capacity. It was the tools, and an adult willing to believe there was something worth saying. This conversation explores what presuming competence actually means, why it matters so much in the preschool years, the prerequisite myths that hold kids back, and the practical shifts that help us act like the capable child is already there. We'll talk about: ● what presuming competence really means ● why the preschool years set a child's trajectory ● the "prerequisite trap" and why there are no readiness skills for communication ● why speech is not the same as intelligence ● what presuming competence looks like in a real classroom ● why communication should never have to be earned Because we don't know what a child knows until they have the tools to tell us. In This Episode, You'll Learn • What it actually means to presume competence, and why it's a starting posture, not a reward • Why the false belief that "speech equals intelligence" causes real harm • How the way we describe a child can become a self-fulfilling prophecy • Why there are no prerequisites for communication, no pointing, matching, or "safe behavior" required • How lowered expectations in early childhood can follow a child for a lifetime • Practical ways to presume competence with non-speaking and minimally speaking children • Why cognitive testing can dramatically underestimate what a child knows • What it means to make communication available rather than something a child has to earn Key Takeaways • Presuming competence means believing in a child's capacity before they can prove it • Non-speaking does not mean non-understanding • Speech is not the same as intelligence • There are no readiness skills required for robust AAC • Children grow toward the expectations we hold for them • We don't talk about a child in front of them, because we presume they understand • Behavior almost always has deeper meaning than a few simple categories • Communication is a right, not something a child has to earn Try This • Pick one child whose abilities you may be quietly underestimating, and shift one assumption this week • Talk to every child as if they understand every word, because they very well might • Stop talking about a child in front of them, even with co-teachers and paras • Follow a child's deep interests instead of restricting them • Model language without requiring the child to perform it back • Make room for silence, simply being a calm, trusting presence • Hold cognitive test scores loosely, and presume there is more inside than the test could reach Related Resources & Links AAC In The Classroom AAC- What Most Educators Miss  Preschool Autism Summit Registration- Grab your free ticket to the 3rd Annual Preschool Autism Summit (Happening Now) Autism Little Learners Membership When we presume competence, we stop waiting for children to prove they're ready and start making sure they always have the opportunity to communicate. Our job was never to decide when a child is ready. It's to make sure the door is always open. And once you start seeing every child as already capable, it changes everything about the way you teach.

  7. Jul 7

    #182 Emotional Intelligence in the Classroom with NYT Best Seller Alyssa Blask Campbell

    What if defiance is really dysregulation? In this episode I sit down with Alyssa Blask Campbell — New York Times bestselling author of Tiny Humans, Big Emotions, founder of Seed & Sow, and co-creator of the Collaborative Emotion Processing method — to talk about emotional intelligence, unique nervous systems, and why the behavior we find hardest is so often a child asking for support. When we see challenging behavior, we're usually looking at a nervous system that needs support — not a child who needs fixing. Alyssa breaks down the five components of emotional intelligence — self-awareness, self-regulation, empathy, motivation, and social skills — and why every one of us develops them differently. She shares a fresh way to understand empathy, a powerful reframe around the word "autistic" and our own implicit biases, and why so much of supporting a dysregulated child starts with regulating ourselves first. We also get into her flagship free tool, the regulation questionnaire built alongside OTs, and the sensory shift that's helping schools cut behavior support calls by 60 percent — not by adding more tools, but by matching the right tool to the child in front of you. We'll talk about: the five components of emotional intelligence, and why we each develop them differently why regulation is never one-size-fits-all a fresh way to understand empathy: believing a feeling is true for the child the Collaborative Emotion Processing method, and why most of it is about us how implicit bias shapes the way we respond to an autism diagnosis the free regulation questionnaire, and the sensory shift that cut behavior calls by 60% In This Episode, You'll Learn The five components of emotional intelligence: self-awareness, self-regulation, empathy, motivation, and social skills Why "the volcano" is such a powerful way to teach kids self-awareness Why regulation strategies have to match a child's unique nervous system A new definition of empathy — connecting over what a child feels, not why How implicit biases quietly shape what we expect of an autistic child Why supporting kids well starts with regulating ourselves first The difference between sensory-seeking and sensory-sensitive needs, and why the right tool matters How a free regulation questionnaire helps match the right support to the right child Why predictable routines are regulating and build a child's autonomy Key Takeaways Challenging behavior is often a dysregulated nervous system asking for support Every human has a unique nervous system — regulation is not one-size-fits-all We each develop the five components of emotional intelligence differently Empathy means believing a child's feeling is true, no matter the reason behind it The work starts with the adult: our self-awareness, our biases, our self-care The right sensory tool beats more tools — match the tool to the child Meeting sensory needs for everyone can dramatically reduce behavior support calls Predictability regulates the nervous system and supports autonomy Your reactivity isn't failure; it's dysregulation — and there's a path forward Try This Name the "volcano" with a child to build self-awareness before the explosion Ask what truly calms this nervous system instead of defaulting to deep breaths Practice empathy by believing the feeling, without judging the reason for it Notice the story or bias behind your own reaction to a behavior Map your own nervous system: what recharges you, and what drains you Offer a sensory tool to any child who needs it, not just to one labeled child Build in predictable routines and transition objects to ease the day Regulate yourself first, then return to the child with more capacity Related Resources & Links  Seed & Sow — free Regulation Questionnaire Tiny Humans, Big Emotions by Alyssa Blask Campbell Big Kids, Bigger Feelings by Alyssa Blask Campbell Preschool Autism Summit (July 2026) We all have a unique nervous system, and none of us regulate the same way. When we stop trying to manage behavior and start getting curious about the human in front of us — what's dysregulating, what's regulating, what support would actually help — everything softens. Behavior becomes communication, and our job becomes connection. That's good for our autistic learners, and it turns out it's good for every child in the room.

  8. Jun 30

    #181: Every Non-Speaking Child Should Have Access To Robust AAC with AAC User, Jordyn Zimmerman

    Imagine understanding every word around you while the adults talk over you like you're not even there — and not having a reliable way to communicate until you're almost 19. That's part of Jordyn Zimmerman's story. Jordyn is an autistic woman who is non-speaking and a full-time AAC user, and in this conversation she shares, from lived experience, what will change how you show up in your classroom. Communication is a basic human right. It is never something a student has to earn, and there are no prerequisites for AAC. None. We talk about why a lack of speech is not a lack of language, what an AAC-rich environment really looks like, the difference between requesting systems and robust language-based AAC, and what "presume competence" actually means as an action, not just a phrase. Jordyn also shares her advocacy work and the simple, powerful truth that every learner deserves a way to comment, question, joke, disagree, and tell their own stories. A quick heads up before you listen: Jordyn prepared some answers ahead of time and responded to others in real time, so you'll hear pauses between each question and Jordyn's answer. I challenge you to resist the urge to fast-forward through the wait time. Sitting with that silence is one of the most important skills of a good communication partner — in this episode, and in your classroom. We'll talk about: why a lack of speech is not a lack of language — and non-speaking is not non-understanding why communication is a basic human right, not something a student earns the real differences between PECS, core boards, and robust language-based AAC what an AAC-rich environment looks like, and why it's hard to build in separated settings what "presume competence" actually looks like in daily practice Jordyn's advocacy work — and why there are no prerequisites for AAC In This Episode, You'll Learn What Jordyn wishes the adults around her had understood about supporting AAC users Why consistent, individualized access to a communication system matters from the start How to build an AAC-rich, language-rich environment that goes beyond the device Why PECS is a requesting system, and what robust AAC makes possible How autonomy, choice, and agency separate true communication from requesting alone What presuming competence means as an action, including offering robust vocabulary from the beginning Why we shouldn't limit a student's vocabulary until they've "proven" competence Why honoring wait time is a core communication-partner skill Key Takeaways Communication is a basic human right, never something a student earns There are no prerequisites for AAC — none A lack of speech is not a lack of language; non-speaking is not non-understanding Robust, language-based AAC offers autonomy; requesting systems alone do not An AAC-rich environment models language in every way, not just through the device Presume competence by offering robust language access from the very beginning Honoring wait time is part of being a good communication partner Try This Resist the urge to fill silence — give real wait time and let the person respond Model language through AAC, not just spoken words, throughout the day Offer robust vocabulary from the start instead of waiting for "proof" of readiness Build an AAC-rich environment so every child both hears and sees language Look for any "prerequisites" in your setting — then work to remove them Assume the child understands, and talk with them, never over them Make space for commenting, joking, and disagreeing, not just requesting Related Resources & Links  Jordyn Zimmerman Website Jordyn's documentary Preschool Autism Summit + VIP Day (Jordyn returns for a deeper conversation) No research or framework can teach us what it feels like to understand everything and have no way to say it. When we presume competence, offer robust language from the start, build AAC-rich environments, and honor wait time, we stop asking children to earn their voices and start making sure they always have one. That is the work, and it changes everything.

See All (188)

Trailer

4.9
out of 5
121 Ratings

About

You want to help your autistic students or child thrive — but it can feel overwhelming trying to figure out where to start. Whether you're wondering how to build connection, teach communication, navigate sensory needs, or support your paras… you're in the right place. Welcome to The Autism Little Learners Podcast, where compassion meets practical strategy. Host Tara Phillips, a speech-language pathologist with over two decades of experience, brings you neurodiversity-affirming insights, step-by-step tips, and real-world examples that help you feel confident, prepared, and inspired to support young autistic children. This show is relaxed, upbeat, and packed with actionable ideas you can use right away — whether you're a special educator, SLP, general education teacher, paraprofessional, parent, grandparent, or anyone who loves a young autistic child. Each episode explores topics like: Teaching communication and AAC in natural, joyful ways Using visual supports and routines to create predictability Fostering co-regulation and independence Understanding sensory needs and reducing stress Supporting paraprofessionals with clarity and compassion Building strong, trusting relationships with autistic kids Tara's approach is rooted in connection over compliance — helping you see each child's strengths, honor their communication style, and create an inclusive environment where everyone can succeed. Subscribe to The Autism Little Learners Podcast and join the movement toward more compassionate, affirming early childhood education. Connect with Tara: 📘 Facebook: facebook.com/autismlittlelearners 📸 Instagram: instagram.com/autismlittlelearners 🌐 Website: autismlittlelearners.com

Information

You Might Also Like