How We Think About Autism Matters by Allegra Montemayor, Ph.D.
Before we talk about strategies and interventions, I would like to pause and reflect on something more foundational: how we think about autism. Mindset shapes practice and those practices shape how we are supporting our students. The perspective we bring into the classrooms, IEP/ARD meetings, and discussions matter just as much as the strategies we put in place.
I began my career in special education in 2008 as a classroom teacher in the Alternative Learning Environment (ALE), also known as life skills. At that time, autism prevalence was reported as 1 in 88 and just one year prior, it was 1 in 150. These numbers felt alarming. I knew early on that autism would be an area I needed to understand more deeply as a professional. My awareness and expertise had to grow because the needs were growing.
As the years went on, I began to fully understand the responsibility of my role as a teacher. Teaching students with autism was not just about instruction, it was about advocacy for me. It was about understanding behavior, communication, and the realities we as teachers face every day. How could I expand my impact beyond my four classroom walls? That realization gave me the drive to continue refining my expertise through graduate school and ultimately earning my doctorate with a focus on autism.
What stayed with me throughout my educational researcher journey was that my classroom experiences mattered. Being in the classroom shaped how I understood students, how I supported my instructional assistants and other teachers, and how I partnered with parents and families. It made me aware of how important it is to be a voice for teachers, instructional assistants, administrators, and parents.
Today, autism prevalence is reported as 1 in 31. We are quickly learning that this is no longer something that affects a few classrooms or a handful of schools. Autism is part of every district, every school, and every conversation about instruction, behavior, and support. As a result, using this platform, Autism20 Blog, to build awareness is essential.
As we move into the spring semester of a new year, 2026, this is an important time to reframe how we think about autism. Autism is not just a label. Students with autism bring gifts, strengths, and unique perspectives that make them exceptional. Our responsibility as educators is to create environments where those strengths can be recognized and supported.
Behavior, especially for students with autism, is communication. When we see behavior, we see a message. It tells us about needs that may be unmet, self-regulation challenges, skill deficits, or inconsistencies in the environment. When we shift from asking, how do we stop this behavior? to what is this student communicating? our responses become more proactive and supportive.
As we progress through the second half of the school year, it is also important to confidently say this: it is okay to ask for help. Supporting students with autism is complex. Seeking guidance, collaboration, or additional support means you are committed to being the best advocate you can be for your students.
This Autism20 blog, along with the podcast conversations throughout the year, is meant to support that commitment. It is a space to reflect, to learn, and to remind ourselves that meaningful change begins with how we think. I look forward to working and supporting you!
Autism20 Resource Folder
To support the ideas shared in this blog, a curated Google Drive folder of autism-related resources is available. This folder includes tools and practical supports. You are welcome to explore, use, and revisit these resources as needed as you continue supporting students with autism.
References
Kogan MD, Blumberg SJ, Schieve LA, Boyle CA, Perrin JM, Ghandour RM, Singh GK, Strickland BB, Trevathan E, van Dyck PC. Prevalence of parent-reported diagnosis of autism spectrum disorder among children in the US, 2007. Pediatrics. 2009 Nov;124(5):1395-403.
Shaw, K. A., Williams, S., Patrick, M. E., et al. (2025). Prevalence and early identification of autism spectrum disorder among children aged 4 and 8 years — Autism and Developmental Disabilities Monitoring Network, 16 sites, United States, 2022.