K. builds an electrical circuit.
This year, I’ve found myself leaning more intentionally into the philosophies that shaped me during my 25+ years in early childhood education. While these approaches aren’t typically associated with high school—or autism-focused classrooms—they’ve quietly become the foundation of how my classroom functions and feels.
Rather than following a traditional model, I’m drawing from principles rooted in the Reggio Emilia approach and the Montessori method. Not because I believe there’s one “right” way to teach, but because, over time, these philosophies have consistently helped me create learning environments where students feel respected, capable, and genuinely engaged.
N. and D. work together to build.
The Reggio Emilia approach, which emerged in post–World War II Italy, centers on a simple but powerful idea: learners—regardless of age or ability—are competent and full of potential. While it’s most often associated with early childhood settings, many of its principles translate beautifully to older students, especially in an autism-focused classroom.
J. cleans up after himself.
What I appreciate most about the Reggio Emilia approach is its emphasis on honoring students’ interests and experiences. While it’s often described as a progressive early childhood philosophy, many of its core principles are not only relevant—but essential—in an autism-focused classroom.
One principle that guides my practice every day is seeing students as capable. One of the phrases you’ll hear often in our classroom is “assume competence.” That means assuming competence across all areas—communication, learning, independence, and self-regulation.
T. regulates himself to participate in student-led TeachTown lessons for the first time.
I sometimes hear a staff member or visitor say, with genuine surprise, “He understood what I asked him to do!” And yes—he did. My students may not speak, but they hear. They understand. And they are constantly taking in far more than we sometimes give them credit for. That’s one reason we’re mindful not only of what we ask, but also of how and where we talk in the classroom.
When given time to process requests or respond to questions, my students regularly impress me with what they know and what they can do—academically, physically, and in their growing ability to regulate themselves.
S. sits through an entire lesson.
Seeing students as capable is just one of the ideas shaping our classroom this year. I’ll be sharing others as they naturally show up in our day-to-day learning.
