A (2:58)

Okay. Yeah, I was gonna say, I. I know you had said you're coming on, I think your eighth year of teaching, so what a way to enter special education and working with young kids. You said you have a range of kids, some autistic and other kids with other educational labels, too.

B (3:19)

Yeah. So my classroom is supposed to be an inclusive classroom. So I have Gen Ed students or gen Ed peers, we call them our peers, and then students that are on an iep. It can be a whole range from autism, down syndrome, other genetic conditions, hearing impairment, vision impairment. It's basically whatever file comes across my desk. I learn about about what they need and try my best to meet their needs. My caseload is usually 14 to 21 kids per class.

A (3:49)

Wow, that's a lot. And you have Gen Ed mix in there, too, which is great for integration, but that's a handful.

B (3:59)

It is. I ended this year with 29 on my caseload for IEPs.

A (4:03)

Goodness, that's a huge variety of needs to meet too, but you're killing it. You're doing such an awesome job. I love when you post in our Facebook community and share kind of what you're doing and different activities that you've created. And it's just been fun to watch you kind of build your confidence around, specifically around autism this year. And I don't know, what do you think initially drew you to the Autism Little Learners membership and how has it impacted you as a teacher?

B (4:38)

So it was the reason why I know I've been in there for a year, because it was at the beginning of the school year. I was absolutely desperate. Previous years, I had been able to figure out, like, tips and tricks to work with my students to make my classroom run fairly smoothly. But the beginning of this last school year, I felt like my classroom was a sinking ship. I had been starting to listen to your podcast, but it just, it wasn't going well. And so I remember you had posted about the Autism Little Learners membership, and I was like, no, I just. I can't justify the cost. I can't justify the cost. And I believe it was, I. I want to say, almost down to the last hour before you close the doors, where I was like, you know what? I'm just going to do it because I can't do this anymore. My aides were overwhelmed. My students were overwhelmed. I was overwhelmed. I was just going home every day just feeling like, I can't do this. I've used all the tools in my tool belt. And so I joined. And I remember that night I got home from work and it was pizza movie night for my family because that's something we do every Friday. I told my husband, I said, you know what? I'm just going to sit and watch these videos. I was like, I joined this membership thing. I'm just going to check it out for a bit while we're watching, you know, whatever movie. So I was sitting on the couch and I want to say I watched probably two hours of your training videos and in one sitting. And I still have one of the pages I had made front to page, front to back notes of like, all the things I was going to change. And so then that Monday morning I came in and I told my, my team, I said, okay, I've done hours of research. We're going to try something different. It might not work right away, but we're going to give it a try. And the things that I learned from those training videos really set the course for my room to become a more inviting place for kids to be where it wasn't so much overwhelm. It still was overwhelming. It's still a lot of kids, a lot of needs. But I felt like with joining the membership, I was like, hey, I can do this. And there's more research sources out there than what I had before.

A (6:44)

Okay. Not only do I feel like I could shed a tear because that was so kind of you, but I didn't know you were like down to the last minute, like, should I or shouldn't I? Should I or shouldn't I? So that's it makes me laugh now because you're just so in. And so, you know, Jona is an action taker and those are the people that do best with the resources available in the membership and the trainings are. You just got to try it, right? Find something that speaks to you. And, and I'm just so happy that it's transformed your classroom in that way. Donna, I'm so impressed that you're such an action taker and I had no idea that you were down to like the last min minute before you joined. And people like you are the ones that really make the membership work and are successful in transforming their classroom. And kudos to you for going. Okay, I'm going to take this, I'm going to try it, you know, give it a certain amount of time and see if it works. And I think that's where the community in the membership is so helpful because any of you that have a question or are wondering about something, everyone else will chime in with their experience and support each other too. And I thank you for being one of those people that supports everyone in the community. So can you share a specific example or success story of something you've applied in particular from the membership that's helped you in your classroom?

B (8:20)

So there was. It was actually something I posted in the Facebook group. It was. My table rotations were an absolute nightmare. It was something that we're supposed to do for the curriculum, but I had so many students. And so during free play, I would just pull these groups of students that were struggling with table rotations and we would do a kind of a mini one at the back table, one on one. And so I used a lot of your supports and rotation ideas to keep the consistency. It was the same color labels as what it would be when they joined our whole group rotations later on. And it took a few months, but by the end of the school year, every kid was part of their table rotations. They were participating with their entire class because I had taken those weeks to just work with them one on one, teaching them how to rotate using visuals, using the weight mat, using the all done bucket, using all those supports. Then they were able to join their peers with what would look like for the rest of the class. Because I'm always looking for what they can do so they can be a part of their class in kindergarten.

A (9:22)

That's amazing, like, really, really special that you have that set up too, where you can say, okay, I want them to participate with their peers, but we need to modify, adjust, change some things up so that they can do that meaningfully, whether it's an accommodation or modifying some of the curriculum. And it sounds like you put in the time and. And it really worked for you guys. I love it. Okay, so can you share what challenges you may be faced in your work with autistic kids and how the membership maybe helped you address those challenges?

B (10:00)

For me, a lot of the challenges is that there's not a lot of support. There's not a lot of professional development for. For where I work. If I taught kindergarten, if I taught first grade, there's. Our district offers a lot of professional development. They have a lot of support. But for several years, there were just two special education teachers at the preschool level. So we were doing a lot of trial and error by ourselves. We're up to three special education teachers at the preschool, which is great. We love it. And so what the membership provided was PD trainings that I could do on my own time that were actually geared towards my students. They weren't geared towards kindergarten. They were geared towards preschool, which is such a big difference. And so, like I said, I've watched countless hours. I have kind of as my weekly checklist for my paraprofessionals. During prep time, they're expected to listen to some of the podcast episodes. So I'll take whatever's going on in class and I'll say, this is the podcast episode you're listening to today while you're prepping for the preschool level.

A (11:07)

Yeah, definitely. I share that sentiment and it's part of why I started Autism Little Learners, because everything that I would purchase and download, I would think, oh, this is going to be great for my students. And then I would download it and I'd be like, oh, it's just not quite right. It's just not quite at that right level. And so we, you, me, everybody at this level has at some time or maybe a lot modified. You have to modify whatever you purchase that you think is at the right level. And so that's where I really try to provide resources and ideas and training for kids that are like, just coming in to the classroom setting. They could be three years old, doesn't matter if they're speaking or non speaking. You know, just trying to fulfill that gap in both training and materials that teachers can have access to. So what advice would you give to other educators or parents who are, where you were a year ago, considering joining, but like, oh, I don't know if it's worth it. And is there a particular resource or strategy that you found helpful? I know we just talked about a few of them.

B (12:19)

So I would say, you know, what I did when I decided to join the membership is I told myself, I'm going to try for a month. Like, I'm gonna give it my all for one month. And I'm just, you know, I kind of always had it on my to do list. Like, go on to autism, the learners, go on to the membership hub, find things. And I told myself after a month, if it's not working out, I'll cancel. Well, clearly it's working out. So that's what I would encourage everyone. If you're feeling like I'm overwhelmed, I don't know what to do. I don't know where to start. Give yourself, like, hey, I'm just gonna try this for a month and see what happens and give it your all. Like, give it a really good try and just see, see what happens. Because that's what I did. And, you know, I'm still here and I continue to, you know, participate in every opportunity that's, that's available and given to me because it, it has really dynamically changed my classroom. It's changed how I train and support my parents. And it changed. It's changed how I teach and how I make sure that needs are being met for all my students.

A (13:20)

I'm so excited again to just hear this from you one on one because, you know, we're on group coaching calls sometimes and in fact last night we were able to talk. We were doing a book talk for, for the membership. But being able to talk to you one on one like this is. Is really a treat. Yeah.

B (13:38)

And I would say the resource that's probably the most used in my classroom are like the level 1 visual art ones I happen to. We're moving. So I have some of the stuff in here. So like this one, this format. First of all, as a teacher that has a huge caseload, I love that it's just print and go. I can print it and we can move on. There's not a lot of prep. There's no, no resources I have to buy as far as Velcro or lamination. And it's the one activity that is engaging for all of my students. So my students that are the gen ed peers, they love these activities because they can use a lot of colors. They can use. They can take a lot of time. My autistic students or my students that are just learning how to sit and attend for a minute, they can be engaged on it. So it has really. It's the one resource that has completely leveled the playing field for all my students. I don't have to modify it much and everybody enjoys it. In fact, the one I just showed, we actually used hot glue and we outlined it all for our students that just wanted to scribble to try to help them. Like color in the lines a little bit better. And it's just a fun sensory texture thing. But I'd say that's probably my most used resource because it's so easy to use and it's accessible for everybody.

A (14:55)

That so good to hear and so good to know. I'm going to try to come up with after hearing that some more like print and go activities because I think everybody has those days where they need them. Because you know, for us at this level, a lot of it does involve lamination and cutting and Velcro and it takes a while. So more of that grab and go is helpful to everybody. And you know, when Jonna just talked about using the glue to outline, those are the kind of things she shared that into our members only Facebook group. And so many people when other teachers share little Tips and things like that. Everyone loves it because I always say I'm not the expert on everything. I started this membership. But I'm not the only go to. The collective wisdom of everybody in the group is where the magic happens as far as community. And like you said, going from feeling like you're alone or you have one other person in your school to talk to about your job and what you do every day to having a community where you know they're going through the same thing as you and you can relate so much and bounce ideas off of each other. So I'm always happy to see what members do that and you doing that is a testament to not only your commitment to your classroom, but kind of that greater whole of working together as a big team even though we're not in the same district. So thank you for that, Jonael. Thank you.

B (16:27)

Thank you for everything. Like I said, I went from being very overwhelmed to feel, feeling like I can do this again.

A (16:33)

I love this. Oh, okay. I need to schedule one on one calls like this every now and then just to like fill my heart up and not feel like I'm just alone here creating stuff on the computer. So we'll have to do this again sometime. Thank you so much, Jenna.

B (16:49)

My pleasure. It was a joy.

A (16:53)

Hi there, Olivia. Thank you so much for joining me to talk about the Autism Little Learners membership. And I'm sorry, so excited to talk to you one on one. Can you tell me a little bit about yourself or tell everyone else? I guess I know you through, you know, being in the membership but can you tell everyone about yourself and your kids?

C (17:15)

Well, good morning from Australia. It's 7am here on where I am because time difference can be different in different states, but I've got three kids, I have a 22 year old that lives away who's just completed new car uni, so she's just done physical science. So she's a chiropractor assistant at the moment, lives by herself and all that sort of stuff on the beach. So she's in heaven. And then my little Luke, he's five and a half and he's my little autistic guy. He's. Oh, he just opened up my world to so many different things. And then I've just got little Lenny who's two and a half and I work in childcare. I've gone back after seven years. I got my arm twisted and I was like, you know what, I'm going to give this a go and I'm back and I love it and I go to work with Lenny every day, so, yeah, that's a little bit about me. And I'm a single mom too, so.

A (18:19)

Yeah, you are busy with those little ones. I see that. And you guys, Olivia always posts kind of activities she makes for home, and then I think sometimes you even use some where you work. But, yeah, using them at home. With Luke, it's just been super fun to see her take ideas, put them into action, and not only that, but share them with our community in the Facebook group. And I know everybody loves seeing what each other are doing and you're just so good at sharing that, so thank you so much for that.

C (18:56)

Well, I'm learning from others in the group too, so, yeah, like, ideas from others. It helps me too. So I'm really loving it, your membership group. So it's awesome.

A (19:06)

Yeah, I love the community because I feel like people have become more and more active in sharing things, giving ideas, you know, just helping each other out and.

C (19:16)

Oh, yeah, it's a great group. Yeah.

A (19:18)

The collective wisdom of everybody there is so much better than just, you know, any ideas? I. Yeah, yeah, it's. It's the group, the community, that's just amazing.

C (19:29)

It sure is. Yeah.

A (19:31)

So what initially drew you to join Autism Little Learners? The membership? And how has being part of this community impacted your. You know, I usually say work with autistic children, but with your son?

C (19:45)

Well, once. I don't know if I. I don't think I found you before his diagnosis because he got diagnosed just before I turned three, so I think I found you after that. And he was actually born in 2019, the same year you created all the little learners. And I was like, this has got to be meant to be. And as I do, I will research and research until I find what I'm looking for. And I don't know, I think I just stumbled across you one day and I was like, oh, I like what this lady does. And I just started following you and got the free visual starter set and implemented that. And then one day you said, you're opening up the memberships, and I'm like, I'm in. So I was in, like, straight away. And it has been the biggest help for us because Luke only just got toilet trained as of probably this time last year. And it was funny last night because I've got your calming kit in the toilet, like where the toilet is. And yeah, some of the little calming things there, plus the toilet sequence. And he just loves that because he sits there. And yesterday, for the first time ever, he pointed to the angry face. And he told me who made him angry at school yesterday and he was able to tell me why. And I'm like, yes, it might have.

A (21:04)

Taken us like 12 months to get.

C (21:06)

To this point, but we got there because I've got your, a lot of your visuals around everywhere. And last night I did the, the cow. The cow emotions for Lenny because Lenny loves farm animals. So where he sits in the lounge room a lot, I just put them on the cupboard there. So when he gets up this morning he'll be like, oh, cow. And then. Yeah, because he's starting to look at the visuals and stuff now too. So yeah, that's. Yeah. So it's helping both of them. And I also work with, I do a lot of. I'm starting to do a lot with the one on one kids that are autistic at work. So it's so good because like, I just feel like I'm in my place, I'm in my happy place. So.

A (21:51)

Yeah, yeah, you are perfect for that position given your, you know, lived experience at home. You have a lot to offer there. So kudos to you. Kind of finding your new path with that.

C (22:04)

Yeah, yeah.

A (22:05)

And Luke, to be able, like, how powerful is that for him? To be able to identify the emotion and tell you why he felt that way?

C (22:16)

Yeah, yeah, that's a big thing. Yeah. So it's, it's, it's helped us so much because he's behind in communication and for him to do that, I'm just like, oh, just melted my heart last night.

A (22:31)

That's amazing. I feel the same way right now. Like if it just happened last night. We haven't, I haven't heard about this. So this is just awesome. Yeah.

C (22:40)

So I was like, I've got a Totara.

A (22:44)

I love hearing success stories. And that was one of the things gonna ask you is a specific example of a success story. And that's one using the calming kit that's in the membership. You were able to use that with, with him over time and his ability to use it more in depth to communicate grew over time. So are there any other materials or resources that have really worked well for, for him?

C (23:16)

He loves the put in challenge. I was, I'm always like thinking, what have I got that I can use? And I got a drink bottle and I've just found straws. It was more for Lenny but Luke found it and he's gone, this is too easy. And then I put it on the, I think the membership page and one girl's like said, yeah, I'M worried that will happen, you know, with her child, whatever. And I'm like, oh, I never looked thought about it like that. And then so I thought, well, because I'm in childcare, I'm like, well, how am I going to make this harder for him? So we use the tongs to put the straws in the bottle. So. But he loves Elmo. He loves Elmo. But the Elmo pudding challenge, he loves that. So. Because he's starting to, like, learn about counting and reading and stuff. I incorporated a dice, so if it was six, he'd put six carrots in. Or apples. I remember what I did for Elmo now, but the apples I think it was. So we did. Yeah, six apples. So every time he rolled it, that's how many he had to feed. Oh, Elmo. And then he wanted Cookie Monster. So I went and printed Cookie Monster off. And then we did the same thing with the cookies as well.

A (24:27)

So, yeah, you're Olivia, you're so good at taking a strategy or something that we're all making, but then like twisting it, finding different ways to use it or how to differentiate it to different levels. Like, okay, we're past the put in stage, but now we're going to add in some counting and in with this thing. So I. I just think it's a testament to you and how you're always thinking of, okay, how can I expand this? How can I bring myself to the next level? So it's awesome. I love it.

C (25:00)

Oh, another little quick example for you is Lenny. Last night I made a penguin. So I cut the mouth out so you could feed the penguin fish. So I thought, oh, this is going to be too hard for Lenny. But because the slot was like, tiny.

A (25:15)

Yeah.

C (25:16)

Excuse me. And he was able to put it in. I just watched him and I put a couple of pictures up on. Yeah. Facebook. And I was like, I've got to share this. Like, so. Yeah, I was really proud that he was able to. Yeah. Put them in there because I was. Thought it might be a fine motor thing with him. But. Yeah, so he enjoyed that last night.

A (25:34)

Oh, my gosh. See? And that's another thing. Like, yeah, you're able to take the idea and then just make things your own with different characters your kids like. And.

C (25:45)

Yeah.

A (25:45)

It's inspiring how. How much action you take.

C (25:50)

Yeah, yeah. Because I've. Yeah. From my nine years experience in childcare, plus my own kids, like, yeah, you gotta go off what the child's interests are like. Luke loves penguins. And I actually made it probably six Months ago, the penguin thing. But when he found it and come back out again, and then, like, the Elmo thing, I'm like, this is awesome. So, yeah.

A (26:11)

Oh, good, good. So. Oh, yeah, good, good. I. I love doing any kind of challenges and I feel like everybody else in the community likes it too, because you take. You actually take action and do it when we're doing it as a challenge versus an idea that you take and then you get to maybe a couple months later. But the challenges kind of force us to get things done and implement it.

C (26:39)

Yeah, I love it because it makes me. Yeah. Make a goal for myself to be. To complete it. So. And then it's helping Luke at the same time.

A (26:45)

Yeah, exactly, exactly. So with Luke, what challenges has he faced? And have you faced with him since he was diagnosed? And are there any things from the trainings or the membership in general that have helped you work through those challenges?

C (27:05)

So the big thing for Luke is communication, because he's behind in speech. It's been a tricky road, but we're getting there. Your visuals are just the best. They're the best visuals. Visuals I've ever found. And then, because toilet training here was a bit late, but because I had your toilet sequence up in his toilet and then, like, one day he just took in his nappy off and just. That was it. Game over, no more nappies. And I'm like, oh, my God, you did this on your own. And just, like, the haircut. He hadn't had a haircut in five years. And we walked past the hairdressers and he's like, here, Mum, here. And I'm. And I was like, no, this is not going to happen. And it happened. He got his haircut because I showed him the. The haircut story and. Oh, my. Like, yeah, little things like that. Yeah. So. And then we've learned just little bits of sign language to help him communicate because he masks at school. So he. I think he's got selective mutism, but he's never been diagnosed with it because when he's at school, he can't verbally communicate.

A (28:18)

Yeah.

C (28:18)

So, like, to me, that's saying, well, yeah, he does, but, you know, I'm not a professional, so. But, yeah, so I've made. I can't remember which set it was out of, but I've made him a little visual thing with, like, the number one and, oh, the colors. Because when he goes to the canteen, I. I can't think what you call it over there, like, when you go and pay money and buy snacks and stuff. Oh, yeah. So he, it's in his bag. He hasn't used it yet, but he can take that to the canteen and go, this is what I want. Because he'll only eat two things. It's ice cream or an icy pole, like a long ice block. So they're the only things he'll eat. And I've told the girls in the canteen that he's non verbal. You're not going to get anything out of him, but if you can show him, he'll get nod. So and then yesterday I think he went to the canteen all by himself and got himself his ice cream and I was so excited and I'm like, yes, we've got another win, so.

A (29:19)

Oh, yes.

C (29:20)

So I've been using your visuals to help him at school and then we are in the process to trial an AAC device for him for school. So that's not happening till September. But I'm so excited.

A (29:32)

Oh my gosh.

C (29:33)

Yeah, we've got lots happening.

A (29:35)

Yeah, I cannot wait to talk to you about that when the time comes.

C (29:41)

Yeah, yeah. I'm so excited because he's speechy here. She's, she's, we've got a new one and she's pushing for him to get a ASA device. So I'm so excited. Good.

A (29:50)

Especially with him being either selective mutism or for whatever reason that he's not able to access his speech at school. It will be so freeing for him to have that and being able to communicate. I love the story about his haircut because I remember when he got the haircut and you posted and we're all like, oh my gosh, I can't believe it. But I didn't realize that you had read him the story. And it's kind of like this is kind of what happens with stories is you show it, you read it, you show it, you read it over time and then all of a sudden it works.

C (30:30)

It just sleeps. Yeah.

A (30:32)

Like all that broke my heart.

C (30:33)

I cried my heart out and I had old ladies in the hairdressers hugging me and I'm like, okay, he wants to get it done, so. It's so good. Oh, yeah, it was, it was, it was. It was sad and good all at the same time that day.

A (30:48)

Yeah.

C (30:50)

Yeah. Lots of emotions that day. Yeah.

A (30:54)

I bet his hair was really long.

C (30:57)

Yep. It was like five years worth. That was so. Yeah.

A (31:01)

Yeah. Wow. So what do you think? Usually, you know, the Autism Little Learners membership, I started it to kind of gear towards teachers, to, towards the educators, but over time it's Evolved where we have a lot of parents, because it's like parents are going, I. I want this information, too. And so it's become a membership for both. So what advice would you give to other parents who are considering joining the membership?

C (31:30)

Well, from my experience, I think it is the best thing I've ever found. I. I'm always researching. My brain never stops. I'm at work and I'm like, oh, got to write that down. So just stumbling across your. Your website and then the membership and it's just, it's changed my world. Like, I'm so glad that I'm able to help Luke. And now that I'm back in childcare, I'm able to help those at work as well. So I'm not just. No, I'm not just going to help him. I want to help everybody as. Yeah, as many kids as I can. So. Because I just love working with kids. And then, yeah, it was just the best thing I've ever done. It's a. It's a lifesaver for me. Like, it's helped us so much and I'm so grateful that I found you. So thank you so much for creating all this stuff because you might be on the other side of the world, but the time difference is getting me. But I'm. I'm getting there. But, yes, you got lots of knowledge and, oh, yeah, I could pick your brain all day.

A (32:33)

Like me. I love to. I'm always thinking and having to write stuff down throughout the day. So that's why. I think that's why we get along so well. We get each other. But how cool that you joined the membership as a parent and now you can use it both in your job and continuing as a parent. That's really cool.

C (32:52)

Yeah.

A (32:53)

Well, thank you so much, Olivia, for taking time across the world. It's very early where she is and her son was sick last night. She still met with me, so. So I really, really appreciate it. Thank you so much.

C (33:08)

Thank you for having me.

A (33:12)

I'm sending a big virtual hug your way because you just finished another episode of the Autism Little Learners podcast. Thank you so much for listening. If you enjoyed this episode and you'd like to help support the podcast, please share it with others, post about it on social media, or leave a rating and review. If you have had success with any of the strategies that you learned about in this podcast, I would love to hear from you. Send me a DM on Instagram or Facebook. Autismlittlelearners. Don't forget to grab your free visual support starter set by going to autismlittlelearners.com visuals and always remember to find the good in every day.