Our membership community, Autism Little Learners Membership, is filled with passionate educators, therapists, and parents all dedicated to creating compassionate and engaging environments for young autistic learners. I spoke with a member of our community who is making a tremendous impact in her own unique way. Laura Wing, special education teacher and parent, goes above and beyond to support others in our membership community and I'm delighted to share her story with you!
Meet Laura Wing
Tara: Hi everyone! I'm here with Laura Wing, a member of Autism Little Learners, who joins us both as a mom and an educator. Laura, can you share a bit about yourself and your son?
Laura: Sure! I'm Laura, a special education teacher from Sault Ste. Marie, Ontario, Canada. I recently started teaching a fully self-contained communication class for six amazing autistic boys. Before this, I spent nine years teaching in an Enhanced Learning Program, working with students with special needs, including autism and Down syndrome.
In 2021, I met Lucas, an autistic boy with high needs, including communication delays. After a transition meeting, Lucas joined my class full-time, and by May 2021, he was living with us. We're currently in the process of adopting him. Lucas, now almost eight, has brought so much joy to our family. Though he's non-verbal, he communicates through methods like PECS and hand leading. I know it sounds silly, but he definitely talks with his eyes and his smile. A lot can be understood by those actions that he has with his eyes and smile. It's just a beautiful thing. His presence has truly transformed our lives.
Tara: Absolutely, there are so many ways to communicate.
The Power of Multi-Modal Communication
Laura: Exactly. We focus on multimodal communication. People often ask if Lucas will talk, and I tell them he already does, in his own way. We're providing him with various tools, and he'll choose what works best for him.
Tara: That's beautiful, Laura. It's a great explanation of multimodal communication. Words aren’t the only way to connect, and I love that you’re exploring different methods to find what resonates with him as he grows.
Laura: In February, I applied for a fully self-contained teaching job and wanted a community to get ideas from, even before knowing if I'd get the job. That's when I found Autism Little Learners and joined your $10 workshop on communication fundamentals. It was perfect for helping both Lucas and my potential new class. I loved your approach and values, so when I got the job, I knew I had to join the membership.
Tara: I remember that! It was during coaching week, and you were so engaged, eager to learn for both your son and the job you were hoping to get. Starting a brand-new program mid-year is tough, but you were perfect for it. You took action, asked questions, and it’s been incredible to watch you turn an empty classroom into a thriving space. We'll talk more about that soon, but it’s a testament to your dedication and what you've achieved in such a short time.
Laura: Thank you! I always tell everyone I couldn't do this without Tara. I quote you all the time and tell my colleagues to check you out, even just on your Facebook page—they'll get so much out of it.
The Value in Support
Tara: You've shared about your son, your classroom, and what initially drew you to Autism Little Learners. How has the community impacted your work over the past few months?
Laura: The monthly face-to-face meetings are invaluable. It’s worth the membership alone to share struggles, successes, and get advice. Hearing from others around the world, whether educators or parents, has been so helpful. I love that we can connect in such a meaningful way.
Tara: It’s special for me too, to connect on a more personal level, like we are now, and really get to know each other.
Laura: It’s great to be part of a community that shares the same passion. Not everyone understands it, but here, I feel like, “These are my people.”
Tara: Exactly. In special education, especially working with autistic kids, you can often feel isolated, like you’re the only one in your school doing this work.
Laura: Sometimes you’re even the only one in the district, with no one to bounce ideas off of. General workshops don’t always relate to our specialized programs. We're building a new STAR program for communication classes, and it's so helpful to have workshops and education tailored to what we’re doing, which I can share with our team and the new STAR teacher.
Success Stories and Innovations
Tara: That's great! Over the past few months, what are some specific successes you've had in your classroom?
Laura: There’s been so much progress. From day one, I set up visuals for each student with their own schedule and activity folder. We started with just one visual, like the Smart Board, but by April, we could add two or three. By June, most students would check their schedules on their own, and some needed just a little guidance. The red, green, yellow, and blue tables have also been a game-changer. The colors indicate different activities, so I don't need a lot of visuals—they just know what to do at each table.
Tara: I love that you brought this up because less is more. We need to focus on teaching predictable routines with the fewest visuals possible. Too many can be overwhelming and hard to manage. It's about guiding students to locations rather than having pictures for every single activity.
Laura: Exactly, and some activities might not suit them on a given day. I always have preferred activities ready in case they struggle. If they're at the red table and having a hard time, we can switch to something more engaging like a song or a game.
Tara: That’s what I love about you, Laura. You intuitively grasp these concepts. Starting with just one picture on the schedule was smart, especially with a new class. Kids might not understand a sequence right away, so keeping it simple helps them adjust. As they’re ready, you can add more. And you’re great at individualizing, like bringing the schedule to a student who needs more support. We often discuss how to differentiate within a structure, and you excel at that.
Laura: Thank you.
Transformative Tools: Wait Mats and All-Done Buckets
Tara: I remember you mentioning the all done bucket and the wait mats this spring. I was amazed at how quickly the kids understood them.
Laura: They love the wait mats—it’s been magic! I have them on every desk, and the kids just know what to do. Lucas, for example, will put his straw on the mat, do the activity, and then take it back when he’s done. The all done bucket has been great too, especially for one boy who loves exploratory play. At first, he struggled with the transition, but now he happily puts everything in the all done bucket when the timer goes off and moves on to the next activity.
Tara: Doesn't that blow your mind? It’s amazing how simple tools like the all done bucket work so well across the world. I didn’t invent it—it’s been used for years, and we all call it a magical tool.
Laura: People who visit my class are always surprised at how effective it is.
Navigating Challenges
Tara: What challenges have you faced these past few months, especially starting mid-year?
Laura: The biggest challenge has been knowing when to push and when to pull back. I’ve learned that what might be considered best practice elsewhere might not work in my classroom, and that’s okay. You’ve taught me to observe, watch, and listen—time is on our side in a self-contained classroom. We don’t need to force anything; just model it, and it will come. This approach has helped my students become more independent, and it's created a positive, trusting environment where they want to come to school. Focusing on predictable routines, connections, and relationships has been key to our success in these last three months.
Tara: Hearing everything you just said gives me butterflies—you're amazing. Those kids are so lucky to have you.
Laura: I feel like I'm the lucky one. They bring so much joy, and the parents are thrilled. It was a tough decision to move Lucas, but now he's thriving, and the parents are overjoyed. We've built a strong foundation, and in September, it's go time to see what else we can achieve.
Balancing Push and Pull: Knowing When to Adjust
Tara: You've also eased the pressure on yourself and your educational assistants by recognizing when to push and when to pull back. It's not about avoiding power struggles; it's about understanding that kids are different each day. We need to pivot when something isn’t working, focusing on regulation, connection, and listening to their needs.
Laura: We use various strategies and pivot frequently, trying different approaches when something isn't working.
Tara: It’s not about abandoning an activity or skill but rethinking how to present it or finding a different approach. If a child isn’t ready, we can come back to it later. It’s about figuring out how to engage them effectively.
Laura: Then you hit those magical moments when they suddenly get it. It’s about stepping back and letting things fall into place.
Tara: Thinking outside the box is key. For example, I once created a story with favorite country singers to teach potty training. It worked immediately. Flexibility and creativity can make a big difference.
Laura: Exactly. One child preferred scribbling over tracing names, so I adjusted with activities like driving a toy car to a stop sign. We’ll revisit name tracing later when he’s ready. It’s all about adapting and retooling.
Tara: The old way was to force activities, even if the child was resistant. It’s better to take gradual steps and ensure they enjoy the experience.
Laura: Exactly. I want the red table to be a positive place, not one they dread.
The Value of Community and Resources
Tara: Building a positive relationship is really the only thing that matters. Laura, what advice would you give to other educators or parents who are considering joining the Autism Little Learners Membership?
Laura: For anyone considering the Autism Little Learners Membership, I highly recommend it. It’s the best investment I’ve made. The resources are incredibly useful—just click, print, and laminate. Plus, the podcasts are great for both educators and parents.
Tara: I’ve heard members use the podcasts to train paraprofessionals or share with parents.
Laura: Absolutely. It’s important to share these resources because they benefit everyone involved.
Tara: Thank you so much for meeting with me today Laura. And if you join the membership, you might get a chance to collaborate with amazing people like her.
Autism Little Learners Membership Information & Waitlist: https://autismlittlelearners.lpages.co/autism-little-learners-membership/
To listen to the podcast: Episode 80
YouTube video of this episode:
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