Advertise on podcast: Teaching Autism and Special Education by Nikki

In this episode of Teaching Autism & Special Education with Nikki, we’re talking about one of the hardest emotional parts of teaching that nobody really prepares you for: taking student behavior personally. Because when a student shouts at you, refuses your help, or pushes back against everything you offer, it hurts. You care. You try.... And when that care feels rejected, it can sting deeply. This episode is about understanding why behavior feels so personal, how to separate your worth from a student’s dysregulation, and how to protect your emotional energy so you can respond with empathy instead of reacting from hurt. In this episode, we talk about: Why student behavior can feel like a personal attack The emotional toll of caring deeply as a teacher Why behavior is communication, not character What students are really saying underneath refusal, shouting, or aggression How to de-personalize difficult moments in real time Translating behavior into need instead of intent What healthy emotional distance actually looks like Why reflecting helps but replaying drains you Letting go of incidents instead of carrying them home Separating the child from the behavior Why students are always bigger than their hardest moments How your own regulation impacts the classroom Small ways to protect your nervous system during the day Redefining what success looks like in SPED Giving yourself the same empathy you give your students Big takeaways: Behavior is information, not a personal rejection Students are having a hard time, not giving you a hard time Caring deeply does not mean absorbing everything Staying calm is powerful, even when nothing else changes You are allowed to protect your emotional space If you’ve ever gone home replaying a moment that hurt, wondering what you did wrong, or feeling emotionally worn down by behavior, this episode is for you.

In this episode of Teaching Autism & Special Education with Nikki, we’re talking about something that so many teachers quietly struggle with, staying empathetic when you’re completely drained. If you’re tired, irritable, emotionally flat, or feel like you’re running on fumes… that doesn’t make you a bad teacher. It makes you human. This episode is about protecting your energy, understanding compassion fatigue, and finding realistic ways to keep showing up with empathy... without burning yourself out. In this episode, we talk about: Why exhaustion doesn’t mean you’ve stopped caring Letting go of the guilt that says you must always be patient and positive What compassion fatigue really looks like in educators Why empathy hurts when your cup is empty Redefining self-care in a way that actually fits teacher life Small, realistic ways to protect your energy during the day Finding micro-moments of regulation in the middle of chaos How to separate empathy from emotional overload Building boundaries that protect your kindness long-term Letting yourself feel hard emotions without fixing them Why “being present” is sometimes enough How to refill your cup intentionally, not performatively Remembering that rest doesn’t erase your impact Big takeaways: You don’t have to be endlessly patient to be a good teacher Empathy doesn’t mean absorbing everyone else’s emotions Boundaries make compassion sustainable Small moments of regulation matter Caring for yourself is part of caring for your students If you’ve ever ended the day feeling guilty for being tired, short-tempered, or emotionally done — this episode is for you.  

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.

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.

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.

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.

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.

In this episode of Teaching Autism & Special Education with Nikki, we’re talking about something that so many of our students get told every day... “Sit still and focus.” And honestly? For neurodivergent learners, that expectation just doesn’t make sense. Movement isn’t a distraction. It’s a need. This episode breaks down why movement is essential for regulation and learning, how it supports focus instead of ruining it, and how you can build movement into your classroom in a way that feels structured, fun, and totally doable. In this episode, we talk about: Why “still = focused” is one of the biggest classroom myths How movement helps regulate the nervous system What movement actually does to the brain (hello dopamine and oxygen) Why rocking, fidgeting, pacing, and wiggling are forms of self-regulation What happens when movement needs aren’t met How to reframe movement as a learning tool instead of a behavior issue Why movement breaks are a regulation strategy, not a reward How to use short, predictable movement breaks throughout the day Everyday movement ideas that reset the room fast Why themed movement breaks work so well for engagement How to tie movement into classroom themes, seasons, and holidays Why movement should be predictable, not earned Teaching students to notice when their bodies need to move How structure actually makes movement less chaotic, not more Big takeaways: Sitting still does not equal learning Movement helps brains organize and stay regulated When movement is built in, chaos goes down Predictable movement prevents sensory overload Movement supports attention, regulation, and confidence If you’ve ever worried that letting students move will “undo” your classroom routines, this episode will help you see movement differently, as something that supports learning instead of competing with it. 🎧 Listen in and let’s talk about how movement, when used intentionally, helps students feel regulated, engaged, and ready to learn.

In this episode of Teaching Autism & Special Education with Nikki, we’re talking about the moment after a meltdown, when the room is quiet, everyone’s drained, and you’re wondering… okay, now what? Because what happens after sensory overload matters just as much as what happens before it. This episode walks through how to help students recover safely, calmly, and compassionately, without rushing them back into expectations they’re not ready for yet. In this episode, we talk about: Why recovery takes longer than we think (even when students look calm) What sensory overload does to the nervous system Why co-regulation comes before self-regulation How removing demands actually helps students recover faster Creating safety after a meltdown without “giving in” Staying nearby without adding pressure Why the environment needs regulating too Sensory tools that support recovery, not compliance How to spot false calm vs true regulation Why connection comes before conversation How to gently debrief without shame What to document after overload (and why it matters) Teaching recovery as a skill... not a punishment Why teachers need recovery time too Big takeaways: Calm is the goal, not compliance A regulated adult helps regulate a dysregulated child Meltdowns aren’t choices, they’re nervous system overload Rushing recovery makes future meltdowns more likely Connection repairs more than consequences ever will If you’ve ever felt unsure what to do after a meltdown, or worried about “doing the wrong thing” - this episode will give you permission to slow down and lead with compassion. 🎧 Listen in and let’s talk about how recovery, co-regulation, and connection create real long-term change.

In this episode of Teaching Autism & Special Education with Nikki, we’re talking about something that’s often missed in behavior conversations - the environment. Because sometimes it’s not the reward system, the visual schedule, or the strategy that’s causing the behavior. Sometimes… it’s the noise, the lighting, or the constant movement around a student. And once you start seeing behavior through a sensory lens, everything shifts. In this episode, we talk about: Why students react to the environment, not the lesson plan What sensory overload actually does to the brain Why behavior often shows up after lunch, assemblies, or busy transitions How everyday classroom noise can overwhelm sensitive nervous systems Simple ways to soften sound and create quieter spaces Why fluorescent lighting can trigger headaches, fatigue, and shutdowns Easy lighting changes that make a huge difference Why movement isn’t misbehavior... it’s regulation How to support movement without chaos How to do a quick sensory audit of your classroom Small, low-cost changes that improve regulation What to do in the moment when a student is overstimulated Why student voice matters when designing sensory spaces Big takeaways: Behavior is often a sensory response Overstimulated brains can’t access learning Predictability and sensory safety reduce behavior Small environmental changes can have big impact Regulation always comes before instruction If you’ve ever felt like you’re doing all the right things and behavior is still escalating, this episode will help you zoom out and look at what’s happening around your students, not just what’s happening in front of them. 🎧 Listen in and let’s talk about how to create classrooms that feel calmer, safer, and more supportive for every nervous system.

In this episode of Teaching Autism & Special Education with Nikki, we’re talking about reinforcement.. and why it can feel so uncomfortable sometimes. Because yes, reinforcement works. But it can also start to feel like bribery… or like we’re controlling students instead of supporting them. So let’s clear the air. This episode is all about how to use reinforcement in a way that feels ethical, respectful, and empowering, not manipulative. In this episode, we unpack: What reinforcement actually is (and what it’s not) Why everyone is motivated by reinforcement... not just our students The real difference between motivation and manipulation Why reinforcement can feel “wrong” even when it’s effective How intrinsic motivation develops (hint: it comes after success) What ethical reinforcement really looks like in practice The problem with overusing tokens and sticker systems How to make reinforcement predictable instead of anxiety-provoking Why natural reinforcement is so powerful Why communication should always be reinforced... even refusal How to reinforce effort and progress instead of perfection What to do when reinforcement suddenly stops working How to fade reinforcement without removing support How to talk about reinforcement with families Big takeaways: Reinforcement isn’t about control, it’s about cause and effect If a student feels safe and empowered, it’s motivation If a student feels pressured or trapped, it’s manipulation Reinforcement should build independence, not dependence Connection should always outlast the reward If you’ve ever questioned whether you’re “doing reinforcement right,” felt uncomfortable with token systems, or worried about creating reward-dependent students, this episode will help you rethink reinforcement in a way that actually aligns with your values. 🎧 Listen in and let’s talk about how to use reinforcement as a bridge... not a bargaining chip.

In this episode of Teaching Autism & Special Education with Nikki, we’re talking about refusal... the kind where you plan everything perfectly and your student still says “no”… or shuts down completely. Arms crossed. Under the table. Straight to the calm corner before you’ve even started. If you’ve ever thought, “But they can do this… why are they refusing again?” ....  this episode is for you. Because refusal isn’t defiance. It’s communication. In this episode, we talk about: Why refusal is almost never personal What refusal is really telling you about a student’s nervous system How demand anxiety shows up in the classroom How to spot patterns behind chronic refusal Why pushing harder usually makes things worse How to lower demands without giving up completely The power of choice, control, and predictability How visuals reduce anxiety around tasks Ways to use student interests to re-engage Why connection comes before redirection “Side door” strategies that reduce power struggles Why reinforcing attempts matters more than finishing How to figure out the function of refusal When to gently nudge and when to pause completely Why consistency between home and school really matters Big takeaways: Refusal is a protective response, not bad behavior A dysregulated brain can’t learn Safety and predictability come before compliance Small steps count (a lot) Relationship always beats control If you’re supporting students who refuse work, shut down, avoid tasks, or seem overwhelmed by everything, this episode will help you rethink refusal and respond in a way that actually works, without turning your day into a constant power struggle. 🎧 Listen in and let’s talk about how to support refusal with calm, compassion, and strategies that respect the nervous system.

In this episode of Teaching Autism & Special Education with Nikki, we’re talking about advocacy — the kind you need when you know what a student needs, but the system just isn’t moving. You know the feeling.... You’ve got the data.. You’ve got the experience... You can see the pattern clear as day… and yet you’re stuck in meetings that go nowhere, hearing “we’ve tried that” or “they just need to cope.” This episode is for that moment. Because advocacy doesn’t have to mean arguing, burning bridges, or leaving the meeting feeling shaky and drained. It can be calm, professional, strategic — and actually effective. In this episode, we chat about: What advocacy really is (spoiler: it’s not fighting) Why you are the expert on your students.. even if it doesn’t always feel that way How to use data in a way that actually gets listened to A simple way to phrase concerns in meetings without sounding emotional or “difficult” What to say when you hit resistance (without losing your cool) Why writing things down matters more than you think How to build allies so you’re not advocating alone When it’s okay to escalate, and how to do it properly Why advocating for yourself matters just as much as advocating for students Big takeaways: Advocacy isn’t personal.. it’s professional Calm beats loud every single time Data tells a story when you give it context You don’t have to be confident to be effective, just prepared Small wins still count (and they add up) If you’ve ever walked out of a meeting thinking “I should’ve said that differently” or “why is this so hard?” .. this episode is for you. 🎧 Listen in and let’s talk about how to advocate in a way that protects your students and your energy.

Hey teacher friend... few things sting like seeing a student suddenly “lose” a skill they worked so hard for. One day they’re thriving, and the next, it’s like they’ve forgotten everything. Before you panic or question your teaching, take a breath - regression isn’t failure. It’s feedback. 💛 In this episode, we’re unpacking why regression happens, what it’s really telling you, and how to respond calmly, strategically, and compassionately - so your students (and you) can bounce back faster. What You’ll Learn Why regression is a normal part of learning, not a setback How to identify what’s really causing it (environmental, emotional, or developmental) How to adjust supports instead of restarting from scratch Ways to rebuild confidence, trust, and connection Language shifts that keep communication hopeful and professional Quick Tips Reframe it: “The skill needs a refresh,” not “We’re back to square one.” Identify the why: Look for changes in environment, emotion, or expectation. Adjust - don’t restart: Bring back visuals, routines, and scaffolds temporarily. Rebuild through connection: Safety before skill. Protect dignity: Support quietly and positively. Give yourself grace: Regression doesn’t mean you failed - it means you noticed. Regression isn’t a setback, it’s a signal. Your students aren’t losing progress; they’re reorganizing, recalibrating, and preparing for their next step forward.

Hey teacher friend, today we’re diving into one of my favorite topics: The Least Dangerous Assumption, also known as The Presumption of Competence. 💛 It’s a mindset that completely changes how we see and support our students, especially in special education. If you’ve ever wondered how to balance high expectations with realistic support, or how to make sure every child gets a fair chance to show what they know, this episode is for you. What You’ll Learn What The Least Dangerous Assumption means, and where it came from Why assuming competence matters so deeply in SPED classrooms The harm of underestimating students (and how it limits opportunity) Practical ways to live out this mindset every day Real-life examples that prove access + belief = possibility Quick Takeaways Give access first, then assess. Barriers often look like “can’t” when they’re really “can, with support.” Use age-respectful materials. Adapt the task, not the dignity. Provide real choices. Choice = voice = confidence. Watch your language. Replace “can’t” with “not yet” or “still learning.” Look for hidden understanding. Sometimes comprehension shows in the smallest cues. Expect growth, even slow growth. Small wins are still wins. When we presume competence, we teach from belief, not limitation. The “least dangerous assumption” means giving every student access, dignity, and the chance to show what they know, because the risk of assuming too little is far greater than assuming too much.