I'm reflecting on what might be one of the most powerful moments of my career: my interview with Jordyn Zimmerman during the 2025 Preschool Autism Summit. Whether you joined us live or are catching the replay, I want to walk you through the big takeaways from that conversation—and the ripple effect we are all creating together.
What we’re building is more than a summit—it’s a movement.
Jordyn Zimmerman’s Voice and Vision
Out of all the incredible sessions we hosted, my conversation with Jordyn Zimmerman stayed with me long after we wrapped up. Jordyn is a non-speaking autistic advocate and educator, and she didn’t have access to robust AAC (augmentative and alternative communication) until she was 18. Her story is heartbreaking, yet inspiring, and it’s something we all need to hear.
One of the first things Jordyn shared was why she identifies as non-speaking rather than nonverbal. She said, “Non-verbal means ‘without words.’ But unless someone has access to communication tools, we don’t know what words they have.” That distinction matters more than we realize.
Words are powerful. The language we use can either open doors to communication or shut them down entirely. Jordyn reminded us that assumptions about speech can lead to a denial of access—access to communication, connection, and belonging.
A Life Without Access
When Jordyn shared what it was like to grow up without the ability to communicate, I was deeply moved. There were moments in the interview where I could hardly breathe. Jordyn explained, “Without access, I felt trapped in my own mind. I had things to say, but no way to say them. People thought I didn’t understand.”
It made me think of so many students I’ve worked with in the past—kids I adored, but who didn’t have access to robust AAC systems. And now, looking back, I realize that they likely had so much more to say than we ever gave them credit for.
Jordyn reminded us: “We don’t know what someone knows until they have the tools to show us.”
Presuming Competence & Breaking the Cycle
We also talked about the power of presuming competence. Jordyn shared how people would speak about her—right in front of her—as though she wasn’t even there. She said, “They talked about what I wouldn’t be able to do… what I’d never be capable of.”
Her words brought back memories of a former student. We worked hard to get him a robust AAC device before he transitioned to kindergarten. A few months later, the elementary school SLP called and asked, “Why did you get him that? He’s not ready.”
My heart sank, but I knew deep down that he was ready. That he deserved access. That we don’t wait for kids to be “ready” to communicate—we give them the tools now.
Tools vs. Systems
We also dove into tools like PECS (Picture Exchange Communication System) and core boards, which are often mistaken for full communication systems. Jordyn made an important distinction:
“PECS is a requesting system—not a communication system.”
“Core boards are limited. But once a child has access to the alphabet, they can say anything.”
Imagine having your entire language reduced to just 25 buttons. That’s not communication. That’s control. Jordyn reminded us: “It’s okay to not know. But it’s not okay to not try.”
So, I want to challenge you to reflect for a moment: Is there a student in your class who you’ve been unsure about? Someone you’ve thought might not be ready for robust AAC?
What would change if you presumed competence? What might they be trying to say?
Ripples—How You Are Making Change
Jordyn ended our conversation with a powerful question: “How are YOU going to make ripples?”
And wow, did you all answer! We had 49,834 people register for this year’s summit. If each of those individuals supports just ten autistic students, that means we’ve potentially impacted 498,340 autistic children around the world.
That’s the ripple effect Jordyn was talking about—and those ripples are turning into waves.
Changing Language & Assumptions
- “I’ll never use the word nonverbal again. Non-speaking is what honors their identity.”
- “Non-speaking does NOT mean non-understanding, non-feeling, or non-thinking.”
- “We have to stop talking about students like they can’t hear us.”
- “Speech is not intelligence. That belief needs to go.”
Presuming Competence
- “There are no prerequisites to access.”
- “We aren’t the gatekeepers to anyone’s potential.”
- “Jordyn made me rethink everything about how we ‘prepare’ students.”
- “We must stop placing limits before access.”
Access to AAC
- “No more waiting. Robust AAC from day one.”
- “We’re no longer calling PECS a communication system.”
- “I’m leading a PD about this in our district.”
- “We’re adding literacy to our AAC modeling starting this week.”
Taking Action Right Now
- “I texted my SLP during the session. She said yes to more devices.”
- “I emailed my admin before Jordyn even finished speaking.”
- “I’m training my paras using the summit materials.”
- “We’re doing a weekly lunch-and-learn with our preschool team.”
Reflections that Linger
- “I’ll never see my students the same way again.”
- “Jordyn gave me the language to advocate.”
- “This wasn’t just information—it was transformation.”
- “She is the ripple-maker.”
And as one of you put it perfectly: “All the ripples together will make waves.”
Your Takeaway, Your Mission
Here’s what I want to leave you with today: We’re not just learning. We’re unlearning. Taking action, not just gathering strategies. And shifting systems. But most importantly, we are choosing compassion over compliance.
Jordyn said: “Challenge yourself to question yourself. There are people ready to help—if you're ready to enable access.”
So, let me ask you: What’s your ripple? What’s one thing you’re going to shift—this week, this month, this school year?
Together, we are creating spaces that are safer, more joyful, more connected, and more respectful of who our students are—not just who we want them to become.
Thank you for being part of this community. And thank you for making ripples—with your voice, your advocacy, and your heart.
Listen to the podcast: Episode #132
Related Topics:
Neurodiversity-Affirming Approaches
Barry Prizant, PhD. On Compassion Over Compliance: Why It’s Time to Rethink ‘What Works’
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