Issue 29 | April 2026

Special Education Technology Center

Inclusive Insights & Access Tips

Autism Acceptance Month: From Understanding to Action

As I sit down to write this month’s newsletter, I find myself pulled in many directions. Autism is both deeply personal and central to my professional work—an area where I’ve done a lot of learning… and unlearning. Over time, I’ve learned that the most meaningful shifts in my thinking have come from listening, really listening, to autistic voices.

There’s a quote I return to often: “If you’ve met one autistic person… you’ve met one autistic person.” Autism isn’t a single profile or a checklist of traits. And it’s certainly not the outdated stereotypes many of us grew up with, like the train-obsessed child or the savant who can recall obscure facts on demand.

Even now, many people still hold onto these narrow narratives. While awareness was an important starting point, it’s no longer enough.

We are in the era of acceptance, and acceptance asks more of us.

It asks us to move beyond labels like “high” and “low” functioning, which flatten the complexity of real people. Instead, we might think of autism as a dynamic constellation of support needs, where strengths and challenges shift across communication, sensory processing, executive functioning, and social connection. Someone may need significant support in one area and very little in another, and that profile can change depending on the environment.

So the question becomes: What does meaningful support actually look like, especially in our classrooms?

One powerful place to begin is inclusive design. When we plan for the margins, designing with those who have been historically excluded in mind, we create learning environments that are more flexible, responsive, and humane for everyone.

What supports an autistic student is often not a “special” strategy, it’s simply good teaching: predictable structure, visual supports to reduce language load, tools for sensory regulation, opportunities for autonomy and choice, and more.

Assistive and accessible technologies can further support access, particularly in communication (AAC), sensory regulation, organization, and learning. These tools may be low-tech or high-tech, but what matters most is how they are used: embedded into real routines, modeled consistently, and offered as a natural part of the learning environment.

If you’re looking for ideas, I invite you to explore our new Exploratorium, a space to see inclusive practices in action and discover tools and strategies across these areas.

Autism Acceptance Month is not just about shifting language, it’s about shifting practice.
From “Do I understand autism?” to “Am I creating environments where autistic students can truly belong, participate, and thrive?”

Belonging doesn’t happen by chance—it’s shaped by the supports and opportunities we design.

Accessibility in Action: Make directions visible—not just verbal.

Pair multi-step directions with a quick visual (written steps, icons, or a checklist). This reduces language load and supports processing.
Bonus: It helps everyone, not just those with identified needs.

AI in Action: Small moves, big access wins

AI doesn’t replace good teaching, it can amplify it. When used intentionally, it can also help create the conditions for access, participation, and belonging.

Here are a few quick ways to use AI to reduce barriers and increase participation for autistic students (and really, all learners):

Turn lessons into communication supports
Paste your activity and ask: “What are 5–8 key words or phrases a student could use to participate in this lesson using AAC?” → Instant support for modeling and student expression
Build in flexible ways to show learning
Paste your objective and prompt: “Give me 3 ways students can demonstrate this—one verbal, one visual, one hands-on.” → Quick UDL alignment without extra planning time.
Create visual structure in seconds
Ask: “Make a simple visual schedule or step-by-step checklist for this activity.” → Supports predictability, executive functioning, and independence.
Support peer connection
Prompt: “What are some natural ways peers could interact or collaborate during this activity?” → Helps move from shared space → shared experience.

SETC SPOTLIGHT: Amy Connolly

I’ve had the pleasure of working with the SETC family for several years, providing technical assistance, training, and shaping program development.

My career as an OT & AT Specialist took off in Boston, where I had the good fortune of working with universities, health care facilities, and community organizations to design and implement unique AT solutions. In working with individuals who do life a little differently, and need special tools to live more fully, I’ve found my passion.

When I shifted from working with adults to serving in the schools 8 years ago, I was a sponge for all of the great learning opportunities available through SETC. I learned so much about AT in education, and implemented it immediately; so, it is a pleasure to be part of a team that provides such pivotal support! Plus, I love that it allows me to continue learning all the time.

In fact, I would never have it any other way! It’s one of the reasons I love our field. In this spirit, it is an even deeper pleasure to connect others with the resources they need to learn and grow.

I am also excited about the creativity process of shaping systems to be more equitable. By moving between the big picture and the individual level, I aim to never lose sight of the goal: effective support for the use of AT to improve access and change lives for the better.

Outside of work, I have a host of hobbies, mostly centering on art. I’m often playing with color, form, and pattern in some form or another. In summer, you can usually find me hovered over a dye pot, dyeing fabric with plants, or hiking with my watercolor sketchbook.

AAC and Education App Sales

Fellow SLP Lauren Enders Gonzales creates an annual flipbook that gathers AAC and education-related sales happening throughout April, making it easy to browse everything in one place. If the interactive version isn’t accessible, a PDF option is also available. The collection includes discounts on apps, resources, courses, and more.

Listening to Autistic Voices

In the spirit of centering autistic voices, I encourage you to visit Rachel Madel’s website, where you can download this graphic—along with many other incredible resources. This particular graphic highlights autistic individuals featured on the Talking with Tech Podcast, many of whom are AAC users themselves, offering powerful insight grounded in lived experience.