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Find expert-level advice about raising kids with ASD. Read stories about living with autism and working in the ABA field.

Taking to the road to build social and vocational skills – LEARN Academy of Scottsdale, AZ, awarded new van

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Taking to the road to build social and vocational skills – LEARN Academy of Scottsdale, AZ, awarded new van
August 10, 2026
school psychologist
Two Paths, One Profession: School Psychology Careers in Specialized vs Traditional Settings 
March 27, 2026
What Is Transition Planning? 
February 2, 2026
How to Help Special Education Students Build Strong Vocabulary Skills 
December 12, 2025

LEARN Academy, formerly Chrysalis Academy, a state-approved private day school in Scottsdale serving students with autism and related disorders in grades K-12, has received a donation of a new van to enhance student learning opportunities beyond the classroom.

The new minivan, valued at $80K, was donated by the Chrysalis Academy Parents Association (CAPA), a non-profit organization that helps support the unique and special needs of the students, as well as contributes to their supportive learning environment.

The 12-person van accommodates five to six students along with support staff and will be utilized throughout the week for school-related activities. Operating within a 10-15 mile radius of the campus, the vehicle will provide transportation for both education and community-based experiences.

As the school’s first official transportation, the new van enables students to travel beyond the school campus to work on activities of daily living, communication, life, and vocational skills.

For high school students, the van is used for vocational training, providing transportation to businesses where they can gain essential skills and job experience. These opportunities may include positions such as stock associates, cashiers, and other community-based employment roles.

The van is also used to transport younger students on field trips to restaurants, stores, and other outings, helping these students gain experience in their community beyond the school environment. They will be exposed to new settings and new social opportunities. Students will have opportunities to strengthen communication skills, learn how to make purchases, order food, exchange money, and engage appropriately with community members.

“Many of our students need the extra help of our support staff, and we’ve received positive feedback from parents who are thrilled that their children are able to get out in the community and obtain success beyond the home and school environment,” said Abbie Tavizon, M.Ed, BCBA, LBA, Site Administrator for LEARN Academy Scottsdale. “The new van facilitates an important opportunity for students to engage in the community and develop necessary skills for success.”

About LEARN Academy Scottsdale

LEARN Academy (formerly Chrysalis Academy) in Scottsdale is an Arizona Department of Education-approved private day school for children with autism and related disorders in grades K-12+, based in south Scottsdale, AZ. LEARN Academy is contracted to provide educational services to more than 12 school districts in the state.

For more information about the Scottsdale campus, visit https://thelearnacademy.com/locations/scottsdale

For more information or to support the Chrysalis Academy Parents Association (CAPA), visit www.chrysalisacademyparentassociation.org

About LEARN Academy

LEARN Academy partners with schools across the country to strengthen special education and academic intervention programs and prepare students for success beyond the classroom. LEARN Academy provides expert support in special education compliance, behavioral health, and academic programming, all designed to help students reach their full potential. To learn how LEARN Academy can help schools teach meaningful vocational and life skills, visit thelearnacademy.com. 

LEARN Academy is part of LEARN Behavioral, a national leader in autism treatment, offering comprehensive diagnostic services and contemporary applied behavior analysis (ABA) therapy for children with autism spectrum disorder (ASD). With a nationwide network of ABA providers and Learning Centers across the country, LEARN delivers the highest standard of evidence-based care—customized to meet the unique needs and interests of each child and family. For more information, visit learnbehavioral.com.

What is Nonverbal Autism? Dispelling the Myths Around Non-Speaking Autism

Author: Ronit Molko, Ph.D., BCBA-D |

Just because someone is non-speaking does not mean they are non-thinking. That single idea sits at the heart of one of the most persistent and harmful myths about autism: the assumption that a person who does not talk must be intellectually disabled.

The reality is far more nuanced. Speech and intelligence are not the same thing, and many non-speaking autistic people understand language, form rich inner thoughts, and communicate in ways that do not rely on the voice. This blog explains what nonverbal autism spectrum disorder (ASD) is, how non-speaking individuals communicate, and why their abilities are often underestimated.

Key Takeaways

  • Non-speaking does not mean non-thinking: difficulty with speech is not the same as a lack of intelligence or understanding.
  • Around 25 to 30 percent of children with autism are minimally verbal or non-speaking beyond about age 5.
  • Speech can be affected by motor-based conditions like apraxia, language-processing differences, or echolalia, none of which determine intelligence.
  • Standardized IQ tests, especially verbal ones, often underestimate non-speaking autistic people; nonverbal reasoning tests frequently reveal far greater ability.
  • Augmentative and alternative communication (AAC), from gestures and picture systems to speech-generating devices, gives non-speaking individuals reliable ways to communicate.
  • Presuming competence and starting individualized, evidence-based communication support early gives every child the best chance to be understood.

Are Non-Speaking Autistic People Intellectually Disabled?

This is the core of the myth, and the evidence calls for nuance. Intellectual disability does co-occur with autism for some people. According to the CDC’s most recent ADDM Network data (2022 surveillance year), among autistic 8-year-olds with cognitive testing data:

  • About 39.6 percent had scores in the intellectual disability range
  • Roughly 24 percent scored in the borderline range
  • About 36 percent scored in the average range or higher

In other words, most autistic children are not in the intellectual disability range, and being autistic, or non-speaking, is not the same as being intellectually disabled.

There is a deeper issue, too. The standard tests used to measure intelligence often rely on spoken language, which can dramatically underestimate non-speaking people. In one study of minimally verbal autistic children who had been judged to have very limited cognitive potential, none could complete a conventional verbal IQ test, yet most were able to complete a nonverbal reasoning test, and many scored within or above the typical range.

When the tool fits the person, the ability that was invisible on a verbal test becomes clear. Assuming low intelligence because someone cannot demonstrate it through speech is a form of ableism that can lead to the wrong supports and lowered expectations. A better starting point is to presume competence: assume the person is capable and give them the tools to show it.

What Is Nonverbal Autism?

Nonverbal autism, also called non-speaking autism, describes autistic individuals who use little or no spoken language to communicate. Even the word nonverbal is something of a misnomer. While these individuals may not speak words aloud, many still understand language, and some use written words, symbols, or devices to express themselves.

For that reason, many people in the autism community prefer the term non-speaking, which describes the absence of speech without implying an absence of language or thought.

It also helps to think of communication as a spectrum. Some autistic people speak fluently, some use a handful of words, some are minimally verbal, and some do not use speech at all. Where a person falls on this spectrum can change over time and across situations, especially with the right support.

The terms can be confusing, so it helps to define them. Nonverbal and non-speaking are often used to mean the same thing: communicating with little or no speech.

Minimally verbal usually describes someone who uses a small number of spoken words or fixed phrases. None of these terms describes a person’s intelligence, personality, or potential. They describe how someone communicates today, not who they are or what they are capable of learning.

What Percentage of Autistic People Are Nonspeaking?

Estimates vary depending on how researchers define the group, but research on minimally verbal autism indicates that roughly 25 to 30 percent of autistic children do not develop functional speech and remain minimally verbal beyond about age 5. That is a meaningful share of the autism population, and it is one reason communication support is such a central focus of intervention.

It is also worth remembering that being non-speaking at one age does not fix a person’s path for life, since communication can grow and change with time and support.

Do Non-Speaking Autistic People Understand What Others Say?

One of the most damaging parts of the myth is the leap from cannot speak to cannot understand. In reality, comprehension varies from person to person. Many non-speaking autistic individuals understand far more than they can express out loud, which is exactly why the label nonverbal can mislead the people around them. Some do have co-occurring differences in receptive language, the ability to process what is heard, but that is not a safe assumption to make about any individual.

This gap between understanding and speaking is a strong argument for presuming competence. When families, educators, and clinicians assume a person comprehends and speaks to them accordingly, they protect that person’s dignity and open the door to learning. Assuming the opposite can quietly lower expectations and limit opportunities, often for someone who understands every word.

Why Are Some Autistic People Non-Speaking?

There are several reasons an autistic person may have difficulty speaking, and none of them is the same as a lack of intelligence. Autism can affect the typical development of spoken communication. Some individuals have a co-occurring motor-speech condition, such as childhood apraxia of speech, which makes it difficult to plan and coordinate the precise movements needed to produce words, even when the person knows exactly what they want to say.

Others experience echolalia, the repetition of words or phrases, which can serve as a step toward communication rather than a barrier to it. Sensory differences, language-processing differences, and anxiety can also play a role.

The common thread is that these challenges are associated with producing or organizing speech, not measures of what a person knows, feels, or understands. Treating difficulty speaking as proof of intellectual disability confuses two very different things.

How Do Non-Speaking People Communicate?

Non-speaking autistic individuals communicate using a range of methods known as augmentative and alternative communication (AAC). According to the American Speech-Language-Hearing Association (ASHA), AAC covers every form of communication beyond spoken words. These methods are often grouped by how much technology they involve:

  • No-tech and low-tech options: gestures, facial expressions, sign language, writing, drawing, and pointing to photos, symbols, or printed words.
  • High-tech options: tablets, communication apps, and speech-generating devices that turn selections into spoken output.

In applied behavior analysis (ABA) and speech therapy, a major goal is to build functional communication: giving a child a dependable way to express wants, needs, and ideas. Early skills often start with manding, or requesting, because being able to ask for something is powerful and motivating. Approaches like functional communication training teach individuals to replace frustration or challenging behavior with clear communication. Speech-language pathologists and behavior analysts often collaborate so that spoken language, AAC, and everyday routines all reinforce one another.

Will a Non-Speaking Autistic Child Ever Talk?

This is one of the most common questions families ask, and the honest answer is that it depends on the individual. Some nonspeaking children develop spoken language, sometimes years later than peers, while others continue to communicate primarily through AAC.

Research suggests that early, individualized communication support improves outcomes and that nonverbal reasoning ability is one of several factors associated with later language gains. Rather than focusing only on whether a child will speak, it helps to focus on giving them a reliable way to communicate now, in whatever form works for them. Communication, not speech alone, is the goal.

Early intervention matters here. The years when the brain is most adaptable are a valuable window, and starting support sooner gives a child more time to build skills. Importantly, introducing AAC does not close the door on speech. Many children who begin with pictures or a device go on to add spoken words, because having any dependable way to communicate tends to reduce frustration and invite more interaction, not less. Progress rarely follows a straight line, and steady, individualized support tends to serve children better than a single milestone or deadline.

How LEARN Behavioral Supports Non-Speaking Communicators

At LEARN Behavioral, support for non-speaking and minimally verbal children starts with presuming competence and getting to know each child as an individual. Rather than applying a one-size-fits-all plan, board certified behavior analysts (BCBAs) assess how a child already communicates, identify motivating goals, and build a personalized program that grows functional communication step by step.

This can mean teaching a child to request with pictures or a speech-generating device, shaping early sounds and words, integrating AAC alongside spoken-language goals, and coaching families so progress is carried over to the child’s home and community. Behavior technicians (BTs) deliver this support day to day, and clinicians often collaborate with speech-language pathologists, so every channel of communication works together.

Our goal at LEARN Behavioral is simple: help each child be understood and heard in the way that fits them best.

Frequently Asked Questions

What is the difference between nonverbal autism and a language delay?

A language delay means a child is developing speech and language more slowly than typical but along a similar path. Nonverbal or non-speaking autism describes autistic individuals who use little or no spoken language to communicate, often relying on other methods instead. The two can overlap, and a speech-language pathologist can help clarify what a particular child is experiencing.

Does using AAC keep a child from learning to talk?

No. Speech-language experts and a large body of research consistently find that augmentative and alternative communication (AAC) does not hold back speech development. For many children, it does the opposite, lowering frustration and giving them a reliable way to communicate while spoken language continues to develop.

How can families support a non-speaking child’s communication at home?

Families can model communication throughout daily routines, honor every attempt to communicate (a gesture, a picture, a sound), build in chances for the child to make choices and requests, and stay consistent with whatever AAC system the child uses. Collaborating closely with the child’s clinical team keeps strategies aligned across home, school, and therapy.

Can non-speaking autistic people read and write?

Some can, and literacy varies widely from person to person. A number of non-speaking autistic individuals read and write or learn to over time, which is one reason the label nonverbal can be misleading. Access to literacy instruction and the right tools matters a great deal.

When should communication support begin?

Earlier is generally better. There are no prerequisites for introducing communication supports, including AAC, and starting early can support language development rather than replace it. A clinical evaluation can identify the right mix of strategies for a child’s age and needs.

Why Wandering Is a Serious Risk for Kids With Autism, Especially in Summer 

 For many families raising a child with autism, one of the biggest fears is a child slipping away. That might mean walking out the front door, leaving the playground or disappearing into a crowd. This behavior, often called “wandering” or “elopement,” can happen in a matter of seconds. It’s more than stressful. In some cases, it can be life-threatening. 

Summer brings even more opportunities for this to happen. Routines shift, outings increase, and kids are often near water, one of the biggest safety hazards for children with autism. Understanding why wandering happens and how to prevent it can help families stay prepared and safe. 

What Is Wandering? 

Wandering happens when a child leaves a safe place without permission or supervision. This can include leaving home, school, a playground, or a caregiver in public. 

In children with autism spectrum disorder (ASD), it’s especially common. A 2012 study in Pediatrics found that nearly half of children with autism had tried to wander or run away at least once after age 4. Of those, 26% were missing long enough to cause concern. 

The reasons vary. Some children may seek out a place they enjoy, such as water. Others may run to escape overwhelming sounds, sights, or situations. But no matter the cause, the risk is high. 

Why Summer Brings Added Risk 

Wandering can happen any time of year, but summer adds new layers of risk. Families are more likely to be out of their routines, exploring new places, or visiting pools, lakes, and beaches. New environments can be exciting, disorienting, or overstimulating for kids with autism. 

Water presents the greatest danger. According to the National Autism Association, accidental drowning accounted for 71% of all deaths resulting from wandering in children with autism under age 15. 

And it can happen fast. The Centers for Disease Control and Prevention (CDC) reports that it takes as little as 20 seconds for a child to drown. 

Safety Strategies That Can Help 

Many families aren’t told about wandering risks when their child is first diagnosed. But there are proactive steps that can help reduce danger. 

Swim lessons are one of the most effective strategies. Some insurance plans may cover swim lessons for children with autism as part of behavioral treatment. Read more in Why Swimming and Water Play Benefit Kids with ASD. 

Families can also partner with a board certified behavior analyst (BCBA) to teach safety skills. BCBAs can support children in tolerating wearable tracking devices, reducing bolting behaviors, and recognizing safe adults or “community helpers.” 

Other tools include: 

  • Personal ID wristbands or GPS trackers 
  • Secure fencing or home alarms 
  • Creating emergency plans with neighbors 
  • Registering with local police or Smart911.com, which lets families share medical or behavioral information that pops up for 911 dispatchers 

Planning Ahead Brings Peace of Mind 

Not every child with autism wanders. But for those who do, preparation can save lives. 

Summer outings should be fun, not stressful. These 4 Steps to Swim Safety for Your Child with Autism offer practical tips families can use right away. 

For more information on wandering and autism safety planning, visit the National Autism Association’s Big Red Safety Toolkit. 

Two Paths, One Profession: School Psychology Careers in Specialized vs Traditional Settings 

Author: Kari Nahgahgwon, BCBA-D, NCSP, Vice President, Arizona Behavior Programs |

As a school psychologist, you have wide latitude in how you shape your career. Some roles center on intensive therapeutic work. Others focus on assessment, consultation, or systems-level support. Understanding these paths helps you choose work that fits both your strengths and the kind of impact you want to have. 

At LEARN Academy, school psychologists can work in both specialized intensive behavioral settings and traditional public schools. Each path is different, and each offers meaningful, rewarding work. 

The Specialized Setting: Deep Therapeutic Impact 

LEARN Academy Private Day and Non-Public Schools serve as our specialized intensive behavioral settings, where school psychologists work with students who have severe emotional and behavioral disorders. In this setting, you’ll practice school psychology in a way that every intervention is grounded in understanding each student’s complex emotional and academic needs.  

What Your Day Looks Like 

In this setting, assessment is only part of the role. Treatment is central. Much of your time is spent providing direct therapeutic services, with the remainder focused on intensive consultation with your specialized team. You’ll work with a manageable caseload of approximately 30 to 75 students, which allows for continuity and deeper therapeutic relationships. 

Your interdisciplinary team includes board certified behavior analysts (BCBAs), administrators, behavior technicians (BTs), speech-language pathologists (SLPs), occupational therapists (OTs), and specialized educators who collaborate with you consistently, often through regular case conferencing. This is embedded teamwork, not occasional consultation. Each discipline contributes to treatment planning in real time. 

Core Competencies You’ll Develop 

  • Direct therapeutic services: Provide individual and group therapy tied to each student’s Individualized Education Program, or IEP, which outlines learning and behavioral goals and required services. 
  • Consultation and collaboration: Help teachers and clinical teams develop prevention-focused strategies using data from direct classroom observation and a careful review of a student’s behavioral, academic, family, and mental health history. 
  • Intensive assessment: Conduct multi-modal evaluations to better understand complex behavior to guide targeted interventions. 
  • Family partnership: Work closely with families through parent training and consultation, and coordinate care with outside agencies that provide additional support services. 
  • Crisis intervention: With specialized training, lead threat assessments, support de-escalation during crises, plan for physical safety, and help teams and students return to a calm, focused state where learning can happen again. 

Professional Edge 

This path builds clinical judgment quickly. You’ll develop expertise in trauma-informed care, intensive behavioral interventions, and program development. You’ll also gain hands-on experience applying state and federal regulations within specialized day school settings. Clinical impact is meaningful, and therapeutic progress is visible.   

The Traditional Setting: Broad Systemic Influence 

Our traditional public and charter school positions through LEARN Academy offer a more classic school psychology experience within a multi-tiered system of support. 

What Your Day Looks Like 

Your work extends across classrooms, grade levels, and sometimes multiple campuses. With student populations that range from a single campus to multiple schools, you’ll balance assessment, consultation, and a wide range of responsibilities that may include crisis response, staff consultation, and district-level program evaluation. 

You’re the go-to resource across disability categories, supporting students with diverse learning profiles, from gifted learners to those requiring intensive special education services. 

Core Competencies You’ll Develop 

  • Systems-level leadership: Help schools put behavior and prevention programs in place so problems are addressed early, not after they escalate. 
  • Broad assessment expertise: Evaluate students with a wide range of learning and behavioral needs to help schools decide what support will work best. 
  • Collaborative problem-solving: Work side by side with teachers, school leaders, specialists, and community partners to solve problems and support students. 
  • Educational innovation: Look at what is working, what is not, and help schools improve programs based on real results. 

Professional Growth 

This pathway positions you as a systems thinker and educational leader. You’ll build a generalist skill set with applications across education, including inclusive practice design, prevention programming, and large-scale implementation. Your influence is broad, even when individual contact is brief. 

Finding Your Fit 

Neither path is better. They represent different ways of practicing school psychology.  

Consider the specialized setting if you: 

  • Want direct therapeutic work to be central to your role 
  • Prefer focused caseloads with visible behavioral change 
  • Enjoy clinical skill development and long-term therapeutic relationships 
  • Value close collaboration within a small clinical team 
  • Seek autonomy in day-to-day clinical decisions 

You may prefer the traditional setting if you: 

  • Enjoy variety and fast-paced work 
  • Want to influence prevention and early intervention at scale 
  • Like consulting across classrooms, schools, and populations 
  • Prefer work that shapes systems as much as individuals 

The Best of Both Worlds 

What sets LEARN Academy apart is that these paths are not fixed. Many school psychologists move between settings over time, bringing valuable perspective with them. Clinical depth strengthens systems work. Systems thinking strengthens specialized programs. Both paths support leadership and policy-focused roles. 

Both pathways offer: 

  • Competitive compensation and comprehensive benefits 
  • Ongoing professional development aligned with your role 
  • Supervision and mentoring from experienced school psychologists 
  • Opportunities to contribute to evidence-based practice 
  • A commitment to equity, social justice, and culturally responsive practice 

Your Career, Your Choice 

School psychology offers more than one way to do meaningful work. Whether your strengths lean toward clinical depth or system-wide influence, there is room to grow. At LEARN Academy, you join teams that value clear communication, shared responsibility, and care that centers around students and families. 

Ready to explore which path fits your goals? We welcome conversations about both settings and how they align with your experience. Learn more at thelearnacademy.com. 

Every school psychologist brings something different. Every setting benefits from that difference. 

What Is Transition Planning? 

Academically Reviewed By: Daniel Campbell, B.A., M.A., Vice President, Behavior Programs, Southern California ,

For many families and educators, school feels manageable because it provides structure. Students follow a schedule. Teachers understand their needs. Support and accommodations are built into the day. 

As students approach the end of high school, that structure changes. School-based services and accommodations do not automatically follow students into adulthood. Expectations shift quickly, and the systems that replace school look very different. 

Transition planning is how schools prepare students for that shift before it happens. 

In practical terms, transition planning helps students with special needs, learning differences, and individualized accommodations prepare for life after high school. It focuses on what happens after the diploma, including postsecondary education, employment, and daily life in the community. The process connects what students experience in school to the expectations they will face as adults. 

For educators, transition planning is not a single meeting or document. It is an ongoing process that shapes instruction, services, and real-world learning. 

Why transition planning matters 

Federal law requires schools to begin transition planning by age 16. That requirement reflects a simple reality: Adult life demands skills that take time to develop. 

Students who rely on individualized support often need detailed instruction and practice to manage change. New environments bring new routines, social expectations, and sensory demands. A student who succeeds academically may still have trouble with independence, self-advocacy, or workplace communication. 

Transition planning gives schools the opportunity to teach those skills while still providing support. When planning starts early, students can build confidence gradually rather than facing sudden expectations after graduation. 

What transition planning looks like in practice 

Effective transition planning starts with understanding the student. Educators look at strengths, interests, and areas where support is needed. 

Teams use assessments to guide decisions. These may include interest inventories, vocational evaluations, and assessments of daily living and functional skills. The purpose of these tools is to inform planning, not to narrow options. 

Those findings shape the student’s Individualized Education Program (IEP). Transition goals appear directly in the IEP and align with instruction, related services, and real-world experiences. Each goal connects to a clear postsecondary outcome. 

Transition services may include job shadowing, internships, or volunteer experiences. Instruction may focus on workplace communication, time management, or navigating public transportation. Schools may also address daily living skills such as money management and personal organization. 

For older students, transition planning expands to focus on life after high school. This includes preparing for postsecondary education, employment, and independent living. Schools use age-appropriate transition assessments to help students identify strengths, interests, and long-term goals, then align instruction and experiences to support those goals. 

Each experience allows students to practice adult skills in supported environments. 

How LEARN Academy approaches transition planning 

At LEARN Academy, transition planning is embedded in the educational experience. Educators focus on academics, communication, daily living skills, and independence throughout a student’s school years. 

For students approaching graduation, LEARN Academy’s transition services support preparation for adult life beyond school. Instruction may include job readiness, self-advocacy, daily living skills, and postsecondary planning. Teams work closely with families to connect students to community resources and adult service agencies before graduation, helping reduce service gaps and support continuity. 

Planning remains individualized and flexible as students grow and interests evolve. The focus stays on preparing students for meaningful participation in school, work, and community life. 

To learn more about how LEARN Academy partners with educators and families to support thoughtful transition planning, visit thelearnacademy.com and connect with the team. 

How to Help Special Education Students Build Strong Vocabulary Skills 

Academically Reviewed By: Lara LaZear, M.S., CCC-SLP Vice President of Related Services

Language helps children make sense of their world. A new word can help a child follow a direction, describe a feeling, or share what they notice. For students in special education, vocabulary often grows more slowly, but each new word builds confidence. Stronger vocabulary supports reading, communication, and connection. 

Teachers see this growth in small moments. A child points to the right picture. Another repeats a word from a book. At home, families hear new phrases during play or at the dinner table. These moments show how children learn through repetition, routine, and real-life experiences. 

Vocabulary builds step by step. A child hears a word, sees a matching picture, touches an object, and uses the word during a familiar task. With steady practice, the word becomes part of daily language. 

How Children Learn Words 

Children learn words in different ways. Some learn best with short lessons. Some rely on pictures or gestures. Others need to move, touch objects, or take part in hands-on tasks. Many need to return to a word over several days before it feels familiar. 

Attention, memory, and sensory needs shape this process. A child who loves animals may learn new words fastest when the words relate to pets or nature. A child who prefers a quiet space may learn best with one-on-one support. 

Start with strengths. A clear definition, a picture, and a short sentence help anchor meaning. When learning feels predictable and familiar, children feel more willing to try something new. 

Clear, Simple Teaching That Helps Words Stick 

Good vocabulary instruction does not need to be long or complicated. Teachers can build it into small moments throughout the day. 

For example, a teacher might introduce a new word, show a picture, and use the word during a routine the child already knows. Children understand more when they see and hear a word at the same time. That pairing helps them store the word more easily. 

Hands-on tasks strengthen learning. A child can act out a verb, touch objects that match a word, or point to pictures during a story. When a child moves, listens, looks, and speaks in the same lesson, the word becomes easier to remember. 

These moments do not need to be long. They only need to feel steady, simple, and connected to real life. 

Learning Through Stories, Play, and Real Moments 

Children learn best when vocabulary feels useful. Picture books, simple classroom games, and outdoors walks all create natural openings to introduce and practice new words. 

A story about helping can introduce the word “cooperation.” Watching leaves fall can spark words such as “observe” or “compare.” Preparing a snack invites action words like “mix,” “pour,” or “cut.” 

Families can do the same at home. A grocery trip becomes a chance to name fruits and vegetables. Folding laundry offers a moment to talk about size or texture. Baking cookies introduces measuring words in a fun, hands-on way. 

Real moments help children connect a new word to something they can see, touch, or do. The connection makes the word more memorable. 

Noticing Growth in Small Steps 

Teachers and families often see progress gradually. A child points to the right picture. They pick up the correct item. They try a new word while playing. They repeat a phrase they heard at school. 

Some children speak the word. Others use gestures, pictures, or signs. All forms of communication show understanding. 

When adults notice these small cues, they can adjust instruction. If a child recognizes a word but rarely uses it, the teacher can build more practice into familiar routines. If a word feels confusing, the teacher can try a clearer picture or a new activity. 

Families add important insight. They see which words show up at home. Their observations help teachers understand how well a child uses a word in real life.  

Speech-Language Pathologists also help choose practical words and show simple ways to teach them. 

Building Vocabulary Through Simple Routines 

Simple routines help children feel secure while learning. Many classrooms choose a few target words each week and revisit them often. Children hear these words during storytime, see them during transitions, and use them during hands-on play. These steady exposures help children move from recognizing a word to using it on their own. 

Progress often comes slowly, but it builds over time. A child who once avoided new words may grow curious. Another may try new ways to communicate. Each small step strengthens language skills and confidence. 

Learn More 

To learn how LEARN Academy partners with teachers and families to support vocabulary growth and communication across the day, visit thelearnacademy.com. The site includes program details and helpful tools that encourage learning in real-life moments. 

The Skills That Help Students Succeed Beyond the Special Education Classroom 

Academically Reviewed By: Daniel Campbell, B.A., M.A., Vice President, Behavior Programs, Southern California

When students in special education learn job skills, the lessons often start with the basics. They might stock a shelf, enter data, or sort materials. These are important tasks, but what truly shapes long-term success goes beyond the checklist of duties. 

It is about how students show up, manage change, and work with others. Do they arrive on time? Can they communicate clearly? Do they stay calm when routines shift? These everyday behaviors make work possible and help students adapt to real-world settings. 

Educators sometimes call these “soft” or “workplace readiness” skills, but anyone who has ever held a job knows they are essential. These habits form the bridge between knowing what to do and being able to do it consistently and confidently. 

What Vocational Skills Really Mean 

In simple terms, technical or task-based vocational skills cover what a job requires, such as running a register, preparing food, or entering information. Workplace readiness skills focus on how students do those tasks. They include communication, organization, time management, flexibility, and self-advocacy. 

Students who can follow directions, ask for help, handle feedback, and manage materials are more likely to succeed in real-world settings. Teachers now recognize that both sets of skills, essential and nonessential, need to be taught together. 

For example, during a cooking lesson, students might learn to measure ingredients, follow steps, clean up, and work with a partner. Teaching these practical and social habits together builds confidence and prepares students for both work and community life. 

The term “nonessential” was once used in education, but it can sound misleading. These skills are not optional. They are transferable habits that apply to every workplace. They help students build independence and confidence, qualities that matter long after graduation. 

How Educators Teach Nonessential Vocational Skills for Special Education 

The best teaching plans weave these skills into the school day. Educators do not wait until high school transition programs are available. They start early and make them part of their everyday routines. 

In one classroom, students begin each morning by greeting staff and setting up their materials. In another, they practice ordering lunch and paying at a local cafe. These moments build comfort, communication, and social awareness. 

Teachers use clear structure and visuals to help students know what to expect. Visual schedules, task cards, and role-play show what comes next. They break complex tasks into smaller steps. Over time, students learn to manage time, organize materials, and take pride in finishing work well. 

Each success builds on the last. A student who practices asking for help in class may later use that same skill to ask a manager for instructions. A teenager who learns to stay focused for 15 minutes in a school workshop may later complete a full shift in a retail job. 

Why These Skills Matter for Students and Families 

For parents, the goal is not only seeing their child succeed in school but knowing they will succeed in life. When students develop these workplace habits, they become more independent and less anxious about new situations. 

Teachers notice changes, too. Students who once needed constant reminders begin taking the initiative. They pack their materials, arrive ready to start the day, and adjust more easily when plans change. Classrooms run more smoothly, and students participate with more confidence. 

These improvements carry over into homes and communities. Parents often describe seeing fewer conflicts, better self-regulation, and a stronger sense of responsibility. These are quiet but powerful signs of growth. 

Measuring Progress and Keeping It Meaningful 

Unlike test scores, progress in vocational skills can be harder to measure, but it is just as important. Educators track growth through observation, data collection, and student feedback. They look for consistency. Can a student use a skill across multiple settings? 

Teams often write measurable goals such as: “The student will organize materials for a three-step task within two minutes, four out of five times, across two different settings.” 

This type of goal defines success clearly and keeps teachers, therapists, and families focused on the same outcome. 

Family input is key. Parents can share what works at home and where their child might need support. That feedback helps teachers adapt lessons and helps students connect school routines to daily life. 

Teamwork Makes the Learning Stick 

Teaching workplace readiness skills works best when everyone is involved. Special education teachers, occupational therapists, speech-language pathologists, and behavior analysts each bring expertise. Together, they help students strengthen planning, communication, and emotional regulation. 

Families play an important role, too. When parents understand what is being taught at school, they can reinforce those lessons at home by using checklists, practicing time management, or encouraging polite greetings. Consistency across school and home helps skills take hold and gives students confidence in the next step. 

When educators, families, and students share the same expectations, progress happens faster. It also feels more meaningful because the skills connect directly to everyday life. 

Preparing for Life After School 

These lessons do more than prepare students for jobs. They prepare them for adulthood. Students who master vocational skills for special education can navigate community spaces, follow schedules, and build relationships that lead to long-term opportunities. 

They are ready for internships, part-time jobs, and supported employment programs. More importantly, they gain a sense of pride and purpose. They begin to see themselves not just as students but as capable young adults who have something valuable to contribute. 

What were once called “nonessential” skills are often the most essential of all. They make the difference between simply completing a task and building a life of confidence and independence. 

Partner With LEARN Academy 

LEARN Academy partners with schools across the country to strengthen special education programs and prepare students for success beyond the classroom. Our team provides expert support in special education compliance, behavioral health, and academic programming, all designed to help students reach their full potential. To learn how LEARN Academy can help your school teach meaningful vocational and life skills, visit thelearnacademy.com. 

What Is Classroom Management?

Academically Reviewed By: Daniel Campbell, B.A., M.A., Vice President, Behavior Programs, Southern California

And Why It Matters More Than Ever This School Year

Classroom management is the foundation of effective teaching. From general education classrooms to special education settings, schools rely on strong behavior systems to keep students engaged and learning focused. 

Clear expectations, consistent routines, and positive support help every student succeed, regardless of their needs. 

At LEARN Academy, we understand how essential classroom management is to creating environments where all students can learn. We specialize in supporting students with autism and special needs, and we work with schools to build strategies that benefit every classroom. 

What Is Classroom Management? 

Classroom management refers to the tools and strategies educators use to keep classrooms organized, respectful, and focused. 

It includes setting expectations, creating predictable routines, reinforcing positive behavior, and responding calmly to challenges. 

When classroom management is strong, teachers can teach, and students can learn. Instructional time is protected, and the school day runs more smoothly for everyone. 

Why It Matters 

A well-managed classroom benefits all students. It helps reduce disruptions, increase engagement, and support social and emotional growth. 

Strong classroom management: 

  • Builds consistency and structure 
  • Improves school culture 
  • Creates a sense of safety and belonging 
  • Supports students with diverse learning and behavioral needs 

For students with individualized education programs (IEPs), classroom management plays an even greater role. Consistency, routine, and clear expectations help them feel supported and ready to learn. 

Common and Effective Strategies 

There is no one-size-fits-all solution, but many schools use a combination of proven approaches. These may include: 

  • Classroom rules: Simple, clear expectations posted and reviewed regularly 
  • Visual schedules: Help students follow routines and reduce anxiety 
  • Positive reinforcement: Recognize and reward helpful or kind behavior 
  • Calm-down spaces: Allow students to take a break and self-regulate 
  • Behavior support plans: Tailored strategies for students with higher needs 

These tools work best when they are consistent across classrooms and aligned with broader school goals. 

The Role of AI in Classroom Management 

Technology is playing a growing role in supporting teachers. At LEARN Academy, we are using AI tools to strengthen classroom management and boost student engagement. 

We are looking at ways to use AI to cut paperwork, track progress, spot behavior issues, give reading support, and keep students engaged. These tools free up time for teachers to focus on instruction and connection, while keeping students more engaged in learning. 

How LEARN Academy Can Help 

LEARN Academy partners directly with schools to help students meet their goals in the classroom.  

Our education-focused team works alongside teachers and staff to: 

  • Identify student support needs 
  • Develop tailored learning plans 
  • Provide one-on-one or small-group support in the classroom 
  • Train and coach educators on practical, research-based strategies 

We collaborate with schools to strengthen classroom systems, improve outcomes, and help every student succeed. 

A Strong Start Begins with a Strong Plan 

As you plan for the new school year, now is the time to review your classroom management approach. 

Ask yourself: 

  • Are expectations clear and consistent across classrooms? 
  • Are staff equipped to support all types of learners? 
  • Are there behavior systems in place for students who need more help? 

You do not have to do it alone. LEARN Academy partners with schools and districts to build supportive, effective learning environments for all students. 

Want to learn more? 

Visit LEARN Academy to explore our services or find out how we can support you or your school district this school year. 

What Is PBIS in Education? 

Academically Reviewed By: Daniel Campbell, B.A., M.A., Vice President, Behavior Programs, Southern California

A Clear Look at How Positive Behavior Support Works in Schools 

Walk into a school that uses Positive Behavioral Interventions and Supports, or PBIS, and you can feel the difference. The hallways are calm. Students know what is expected. Teachers spend more time teaching and less time managing behavior. 

PBIS is a proactive approach that helps schools teach and encourage positive behavior instead of reacting to problems. It builds consistency and helps every student feel safe and supported. The goal is simple: Make schools better places to learn. 

Teaching Positive Behavior at School 

PBIS is not a one-time program. It is a way of thinking about how to help students succeed. Instead of focusing on punishment, teachers show students what to do right, using modeling, practice, and feedback. 

Schools that use this approach define a few clear expectations, such as being respectful, responsible, and safe. Teachers and staff show what those behaviors look like in everyday settings. They recognize positive actions, help students learn from mistakes, and create predictable systems so everyone knows what to expect. 

Over time, this shared language builds trust. Students understand how to meet expectations, and adults respond in steady, fair ways. That consistency helps students feel secure and ready to learn. 

Creating Schoolwide Consistency and Support 

Schools often begin by forming a team that includes teachers, administrators, counselors, and family members. Together, they set expectations, create lessons, and decide how to recognize progress. 

Students may learn about expectations during class lessons, assemblies, or through short activities that use real-life examples. Staff use the same reminders and language throughout the day. Many schools post visuals in classrooms, hallways, and cafeterias to make expectations easy to remember. 

Teams also review data, such as attendance and discipline reports, to see where students need more support. They adjust lessons or supervision as needed. Regular check-ins help staff stay consistent and aligned. 

When the system is part of daily life, everyone plays a role. Teachers greet students by name. Staff members reinforce routines during lunch. Counselors help students build social and coping skills. Every adult contributes to a calm, supportive environment. 

How Positive Behavior Support Improves Learning 

Schools that take this proactive approach often see fewer disruptions and discipline referrals. Students spend more time in class. Teachers spend more time teaching. The school day becomes more productive and less stressful for everyone. 

This approach also helps students build confidence and connections. When they know what to expect and receive steady encouragement, they are more likely to participate, take initiative, and form positive relationships. That sense of belonging supports both academic and social growth. 

For students with developmental differences, structured routines and clear expectations can make a meaningful difference. The focus on communication, consistency, and positive reinforcement reduces anxiety and helps students stay engaged. 

Building Supportive School Communities 

Across the country, schools are working to create welcoming, structured environments where students can thrive. Positive behavior support gives educators a practical way to prevent problems before they start. It replaces punishment with guidance and helps teachers build strong, caring connections with students. 

When families ask, “What is PBIS in education?” the answer is simple. It is a clear, compassionate approach to teaching the skills and behaviors students need to succeed in school and in life. 

At LEARN Academy, we partner with schools to build positive learning environments that help every student grow. Our educators and specialists work with teachers and districts to apply consistent, caring strategies that support both learning and behavior.