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Teaching Autism and Special Education by Nikki

Teaching Autism
Teaching Autism and Special Education by Nikki
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171 episodes

  • Teaching Autism and Special Education by Nikki

    Fine Motor Fatigue: Why Some Students Resist Cutting, Writing, and Gluing

    09/04/2026 | 8 mins.
    In this episode of Teaching Autism & Special Education with Nikki, we’re talking about something every SPED teacher has experienced... the student who refuses to cut, write, or glue… and the moment you start wondering if it’s behavior or avoidance.

    Most of the time?
    It’s neither.

    It’s fine motor fatigue.

    This episode breaks down what’s really happening in those little hands, why fine motor tasks can feel exhausting or overwhelming, and how to support skill-building without turning your classroom into a daily battle.

    In this episode, we talk about:

    What fine motor fatigue actually is

    Why some students’ hands tire out so quickly

    How sensory sensitivities impact cutting, writing, and gluing

    Common signs of fine motor fatigue (both physical and emotional)

    Why fine motor struggles affect confidence and independence

    How to adjust tools without lowering expectations

    Simple ways to make cutting less stressful

    Supporting writing without pushing through frustration

    Why glue can be a hidden sensory trigger

    Fine motor alternatives that build the same skills

    How to strengthen hands through play, not pressure

    Using choice to reduce anxiety and increase engagement

    Teaching students to advocate when their hands are tired

    Why fine motor progress is slow, and that’s okay

    Big takeaways:

    Fine motor resistance is often physical, not behavioral

    Fatigue shows up as frustration, avoidance, or shutdown

    Adapting tools builds success faster than pushing through

    Play builds strength better than worksheets

    Small wins matter more than perfect products

    If you’ve ever watched a student melt down over scissors or handwriting and thought, “Why is this so hard for them?” ... this episode will help everything click.
  • Teaching Autism and Special Education by Nikki

    How to Create a Communication-Rich Classroom

    02/04/2026 | 8 mins.
    In this episode of Teaching Autism & Special Education with Nikki, we’re talking about how to create a communication-rich classroom - not by pushing students to talk more, but by designing an environment that invites communication naturally.

    Because when communication feels safe, visible, and supported, students don’t just communicate more - they connect more, participate more, and start trusting that their voice matters.

    In this episode, we talk about:

    Why communication is more than spoken language

    What “communication-rich” really means in practice

    How to make communication visible through labels and visuals

    Setting up your classroom to naturally encourage communication

    Why modeling communication matters more than prompting it

    How to model AAC, visuals, and gestures throughout the day

    Using daily routines as built-in communication opportunities

    The power of core vocabulary words

    Creating communication opportunities instead of communication tests

    Encouraging peer-to-peer communication

    Why every communication attempt deserves recognition

    How team consistency strengthens communication

    Small changes that make a big difference

    Big takeaways:

    Every child can communicate

    Communication doesn’t have to be verbal to be valid

    When language is visible, students use it more

    Modeling builds confidence faster than correction

    Communication grows best in safe, predictable routines

    If you’re looking to support non-verbal or minimally verbal students - or you just want more meaningful interaction happening naturally in your classroom - this episode will help you rethink how your space, routines, and modeling can do the heavy lifting.
  • Teaching Autism and Special Education by Nikki

    Building Real Social Connections (Not Forced Friendships)

    27/03/2026 | 9 mins.
    In this episode of Teaching Autism & Special Education with Nikki, we’re talking about social connection, and why it’s time to move away from forced friendships and one-size-fits-all “social skills.”

    Because real connection isn’t about making students interact the right way.
    It’s about helping them feel safe, respected, and free to connect on their own terms.

    This episode explores what authentic social connection actually looks like for autistic and neurodivergent learners, and how we can support it without pressure, scripts, or shame.

    In this episode, we talk about:

    Why traditional ideas of friendship don’t fit every student

    What real friendship can look like (and why it’s often quieter than we expect)

    Why forced interaction and “go play with your friends” can backfire

    How consent should be the foundation of all social teaching

    Teaching students how to say yes, no, and maybe later.. and honoring all of it

    Why comfort comes before conversation

    How parallel play and shared space build safety

    Using student interests as natural bridges for connection

    Why modeling social interaction matters more than drilling it

    Low-pressure ways to scaffold social moments

    Supporting communication differences in social settings

    Why not all connection needs words

    Teaching social routines instead of scripted conversations

    Normalizing different friendship styles in your classroom

    Helping students repair social moments without blame

    Celebrating small, meaningful connections

    Partnering with families around realistic social expectations

    Big takeaways:

    Friendship doesn’t have to look loud or busy to be real

    Consent builds safer, stronger social connections

    Comfort and trust come before interaction

    Parallel play is valid connection

    Real inclusion honors differences, it doesn’t erase them

    If you’ve ever felt uncomfortable pushing students into interactions they clearly weren’t ready for ... or wondered if you were “doing social skills wrong” - this episode will feel like a deep exhale.
  • Teaching Autism and Special Education by Nikki

    Supporting Echolalia in a Neuro-Affirming Way

    20/03/2026 | 10 mins.
    In this episode of Teaching Autism & Special Education with Nikki, we’re talking about echolalia - and why it’s not something to stop, fix, or correct.

    Because echolalia isn’t “random.”
    It isn’t meaningless.
    And it definitely isn’t bad behavior.

    Echolalia is communication.

    This episode breaks down what echolalia really is, why students use it, and how we can respond in a way that honors neurodivergent communication instead of shutting it down.

    In this episode, we talk about:

    What echolalia actually is (immediate and delayed)

    Why repeating language is part of how many autistic students learn

    How echolalia supports processing, regulation, and connection

    Why scripting often increases during excitement, stress, or overwhelm

    What echolalia can tell you about a student’s needs and emotions

    Common mistakes adults make when responding to echolalia

    How to respond in a neuro-affirming, respectful way

    Why “use your own words” does more harm than good

    How to model meaning without correcting or pressuring

    Using echolalia as a bridge to flexible communication

    How visuals and AAC can support scripted language

    Why scripting can be a form of self-regulation

    How to gently expand scripts without forcing spontaneous speech

    What real progress with echolalia actually looks like

    How to support families in understanding and embracing scripting

    Big takeaways:

    Echolalia is language under construction

    Repetition is learning, not copying

    Communication doesn’t have to be spontaneous to be meaningful

    Scripts often carry intention, emotion, and need

    Responding with curiosity builds connection faster than correction

    💛 Free resources to support communication

    If you’re listening and thinking, “I love this, but I need visuals, AAC supports, and ready-to-use tools…”
    I’ve got you covered.

    I have a Free Resource Library with over 200 free SPED resources you can download and start using straight away.. adapted books, visuals, communication supports, task boxes, crafts, data sheets, and more.

    You can access it completely free here.


    No fluff. No catch. Just resources to support real communication in real classrooms.
  • Teaching Autism and Special Education by Nikki

    Teaching Communication Beyond Words

    13/03/2026 | 9 mins.
    In this episode of Teaching Autism & Special Education with Nikki, we’re talking about communication, and not just speech.

    Because every student communicates.
    Not every student uses words.

    And that doesn’t make their communication any less valid.

    This episode is all about teaching communication beyond words... supporting non-verbal and minimally verbal students through AAC, visuals, gestures, body language, and modeling. Because communication is connection, and every child deserves to be heard in the way that works for them.

    In this episode, we talk about:

    Why communication is more than spoken language

    What counts as communication (spoiler: a lot more than people think)

    Why speech shouldn’t be the only goal

    The pressure students feel when communication doesn’t feel safe

    What a total communication environment actually looks like

    How to support communication using gestures, visuals, signs, and AAC together

    Why AAC gives access to language, not dependence

    The importance of modeling AAC all day, not just during “speech time”

    How body language is often the first form of communication

    Why visuals reduce anxiety and increase understanding

    The power of modeling over prompting

    Why all communication attempts deserve celebration

    How to partner with families around AAC and alternative communication

    What to do when communication breaks down

    Why connection matters more than correctness

    Big takeaways:

    Speech is one form of communication.. not the only one

    Functional communication is independence

    AAC doesn’t replace speech, it supports it

    If communication works, students will use it more

    Being understood is more important than being verbal

    If you’ve ever worked with a student who communicates differently, through gestures, visuals, AAC, or behavior, this episode will help you shift your perspective and respond with confidence and compassion.

    🎧 Listen in and let’s talk about how honoring all communication builds trust, autonomy, and real connection.

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About Teaching Autism and Special Education by Nikki

Hi, I’m Nikki —a passionate special educator, autism specialist, and founder of Teaching Autism. With over a decade of experience creating hands-on, engaging resources for educators worldwide, I’m here to make your teaching journey easier, more effective, and a lot more fun! With each episode, I’ll bring you practical tips, creative strategies, and inspiring insights to help you thrive in your autism and special education classroom. From tackling behavior challenges to creating meaningful lesson plans, we’ll dive deep into what works—and what doesn’t—in the world of special education. You’ll find: ✅ Real-world strategies you can use tomorrow. ✅ Expert advice for creating inclusive, student-centered classrooms. ✅ Honest conversations about the joys and challenges of teaching. ✅ Plenty of laughs, relatable moments, and inspiration to keep you going. Whether you’re a seasoned educator, new to special education, or simply looking to level up your teaching game, this podcast is your go-to resource for empowering yourself and your students. Join me on this journey, and let’s build better classrooms together! Hit “subscribe” and tune in to each episode to fill your teaching toolbox with fresh ideas, tools, and motivation. Let’s make teaching less stressful and a whole lot more impactful!
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