Circle time is an essential part of any preschool, but when working with autistic students, especially those with high support needs, it’s important to approach it with flexibility and intention. Today, I’m sitting down with Jordan Garrett, a special education teacher and founder of Sensory Classroom, to dive deep into how circle time can be adapted to meet the unique needs of autistic children.
Who is Jordan Garrett?
Tara: Hey everyone! I’m so excited to introduce today’s guest, Jordan Garrett, a special education teacher based in the UK. Jordan, could you tell us a little about yourself?
Jordan: Hey there! I’m so glad to be here. I’m Jordan Garrett, and I run Sensory Classroom. I work with minimally speaking autistic and disabled children, typically ages 4 to 11. My focus is on providing accessible and affordable resources to help teachers and paraprofessionals support autistic learners, no matter where they are in the education system.
The Challenge of Supporting High Support Needs Learners
Tara: Jordan, you’re really passionate about supporting students with high support needs. I totally get that. When I moved from teaching elementary students to working with preschoolers, I realized how different the needs are. The strategies that work for older kids often don’t translate well to younger autistic learners. I’m sure you’ve seen that too.
Jordan: Absolutely. In my transition to working in a mainstream school, I saw just how many general education teachers want to support autistic students but don’t always know how. I’ve always been focused on providing accessible tools, especially for the kids who don’t always fit into traditional categories. It’s about offering the right support so every child, whether they’re in a special ed class or mainstream setting, can learn and thrive.
The Importance of Embedded, In-the-Moment Training
Tara: It’s so true. In the U.S., special ed teachers are often juggling so many responsibilities that formal training can sometimes fall short. That’s why bite-sized, on-the-job resources—things like Instagram reels or quick handouts—are game-changers.
What makes this kind of training so effective is that it’s tailored to the students you have right now. With your 15 years of experience, you know every group of students is different. Every autistic child has unique needs, interests, and sensory profiles, so one-size-fits-all training just doesn’t work. That’s why those small, in-the-moment strategies matter so much.
Jordan: Yes! And the best kind of training happens in real-time, alongside the students. It’s about responding to the needs in the moment, like modeling AAC or using nonverbal cues. That’s when the learning truly happens.
Creating a Safe and Regulated Environment
Tara: That’s a great point about how training doesn’t always need to be formal to be effective. And when it comes to circle time, we both know the importance of regulation. If the students aren’t regulated, their communication might not happen, or it could be unsafe. It all ties back to safety, trust, and meeting sensory needs first.
Jordan: Yes, exactly. Regulation comes before communication. If students aren’t feeling regulated and secure, they just can’t process information or make choices effectively. And in my classroom, regulation and communication go hand-in-hand. Our goal is to help students feel clean, safe, and heard by the end of the day. Meeting IEP goals on top of that is a bonus.
Redefining Success in Group Time
Tara: I love that measure of a good day—it’s not about how many tasks got done or whether they completed an adult-led activity. It goes much deeper than that. It’s about connection, regulation, and meeting real needs.
Jordan: Exactly. And when working with kids with high support needs, we can’t always control how a lesson unfolds. The students make it so clear when they’re ready to engage, and it’s up to us to read those cues. Sometimes, a child might not be ready for circle time, and that’s okay. It’s about being flexible and meeting them where they are.
Tara: It’s funny—when you’re working with 3–5-year-olds with high support needs, they have no filter. If they’re not interested, they’ll walk away in half a second.
From a compliance lens, that looks like not following directions. But from a connection and compassion-based approach, it’s a signal to us: we need to adjust and re-engage. They have an IEP for a reason—it’s our job to meet them where they are.
Jordan: It really comes down to how we define success. When I was training, I thought a successful lesson meant all kids were sitting, calm, and focused the whole time. Now, I see that as masking and compliance—not true engagement.
In my classroom, lessons often start with just one or two students ready to join while others are eating or outside. My job is to be so engaging they want to come over. Some drift in and out, and that’s okay. That shows they feel safe, know how to meet their own needs, and trust the environment we’ve created.
Flexibility in Circle Time
Tara: A lot of educators struggle with young autistic students. It's not like a typical preschool circle time where everyone sits, listens, and follows the lead. Like you said, a few kids might join, one might wander off, and others come and go—and that’s normal.
But many educators feel pressure to keep everyone at the group, especially when administrators or other adults in the room don’t understand this approach. There can be judgment if people haven’t bought into it yet.
So what do you think are the key ingredients for leading group time successfully in that kind of setting?
Jordan: That’s a great question. For me, it’s all about keeping the activity open and flexible. If a student isn’t ready for circle time, another adult might engage them in sensory play, puzzles, or something else that suits their needs at that moment. It’s important to have that flexibility.
We use something called intensive interaction, which is all about being in flow with the child—responding to their movements, sounds, and energy. They lead, and there’s no way for them to fail. Honestly, we’re the ones who might “fail” because we can’t always keep up with their cues. But it’s a powerful way to rebuild connection.
Managing Group Time with Different Levels of Engagement
Tara: So, it’s really about creating a leveled approach to group time. You adjust the expectations for each student based on their needs and engagement level. What advice do you have for managing group time with other adults in the room who might not be as familiar with this approach?
Jordan: Maybe that’s how we differentiate in a special education classroom—we keep the same activity, but adjust expectations for how each child engages. I always make sure at least one adult is modeling the behavior I want the students to follow—whether that’s sitting, engaging, or using AAC. If the adults in the room aren’t engaging, it sends the wrong message. Also, by knowing your students and their sensory needs, you can anticipate who might need a turn earlier or later, and that’s how you create a natural flow.
Quick and Responsive Moments of Engagement
Tara: I love how you’re always in tune with the students, making those quick, responsive moments work. In my classroom, we used things like a choice board during group time, and if I noticed a child showing interest but not sitting down, I’d quickly engage them in a different way. It’s those tiny moments of connection that really build engagement.
Jordan: Exactly! Those moments are so important. It’s about noticing when a student’s interest is piqued and then quickly jumping on that opportunity. Those small, responsive interactions are what really build engagement and trust.
It can take years to see the full impact, and getting other adults on board can be hard when quick fixes feel tempting. But if we stay grounded in what’s best for the child and trust the process, we’re building something truly meaningful together.
Use Sensory-Rich Activities
Tara: Yeah, well how do you come up with all of your ideas for sensory-rich activities like the parachute at group?
Jordan: I often have an idea of how I want to use a resource—but then I hand it to the kids and they show me something better. That’s the beauty of child-led play: they come up with the most creative, meaningful uses.
Maybe they don’t want to go under the parachute—they want to sit on top of it. Great, let’s make up a song about sitting on top! I once had a student take a slinky—not for stretching, but for shaking and stimming with the light reflections. It was brilliant. So we went with that.
Building Engagement through Songs and Routines
Tara: And you’ve mentioned using songs to create structure and predictability during circle time, especially for students with PDA (Pathological Demand Avoidance). Do you find that songs really help reduce anxiety?
Jordan: Yes, songs are amazing for that. They provide structure and predictability. For students with PDA, a song feels less like a demand and more like an invitation. For example, I might sing, “This is the way we put on our coat…” to the tune of a familiar song, and suddenly it’s playful, not demanding. Songs create safety and comfort, and they’re a great way to reduce anxiety.
Incorporating Attention Autism into Group Time
Tara: Yes, I love that—and one thing you use that I’d love to highlight is the Attention Autism Program. Do you incorporate that into your group times?
Jordan: The Attention Autism Program was developed by the amazing Gina Davies, a speech and language therapist. It is amazing because it focuses on building attention and turn-taking in a safe, engaging way. I use it at least once a day, and it’s especially useful for preparing students for new or challenging situations. For example, before a school trip to a trampoline park, I practiced with a mini trampoline in class, singing songs and modeling putting on socks. That way, the students knew what to expect when we got to the park. It worked really well!
Final Thoughts on Circle Time
Tara: I love those real-world examples of how you use Attention Autism to prepare your students. As we wrap up, what’s one piece of advice you’d give to educators who are nervous about running group time for kids with high support needs?
Jordan: I’d say start by talking with your support team before you begin. Set clear expectations together—talk through each child: What might be difficult for them? What will they enjoy? What should we do if certain things happen? That clarity helps reduce anxiety across the team and prevents misunderstandings, like assuming I’ll be upset if someone’s not in the group right away.
Then, as you’re planning your first group sessions, watch what your students do during free time—that’s your starting point. If your class loves climbing (like mine does right now), plan a gross motor activity: bouncing, hopping, obstacle courses. You’re more likely to grab their interest and meet their sensory needs that way.
If your class prefers small-world play or the dollhouse, build from that. Maybe place it in the group area and see what happens. The key is: use what already works for them.
Also—go in with low expectations (as hard as that is). Let the children lead a little, and keep it short and snappy. A two-minute group session that ends with engagement is a huge win. It’s not about doing more—it’s about building momentum for next time.
Tara: And remember—it doesn’t have to be just one group time a day. You can do a few short sessions throughout the day. Come together for a quick group, then move into other activities or free play, and regroup later. That flexibility is okay—and often more effective for our learners. Thank you so much for sharing your expertise with us today!
Jordan: Thanks for having me, Tara! It’s been a pleasure talking with you. And for anyone who wants to learn more, feel free to follow me on social media @SensoryClassroom or visit my website at www.sensoryclassroom.org. I’m always sharing new resources and tips, so come say hi!
Tara: Thank you so much, Jordan!
Listen to the Podcast Episode #123
Episode #34-3 Tips For Introducing Circle Time To Young Autistic Children
Circle Time For Preschool Special Education
Morning Meeting: Engaging Every Learner
If you use visual supports in your classroom or home, you are going to want to sign up for this free Visual Supports Starter Set ASAP! Click here to have one sent to your inbox. Also, be sure to read more about visual supports and how they can help autistic children here.
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