November 2026 Book Club Pick: Ten Things Every Child with Autism Wishes You Knew — Ellen Notbohm — (Practical, Empathic Classroom Tips)

Ten Things Every Child with Autism Wishes You Knew — Summary

Brief Synopsis

• Practical, empathetic guide by Ellen Notbohm that translates the everyday behaviors of children on the autism spectrum into clear, actionable insights for parents, teachers, and caregivers.
• Organized around ten core “wishes” (simple, memorable points) that explain how autistic children perceive the world, communicate, learn, and respond to supports.

Core Themes

• Behavior as communication: challenging behaviors often signal unmet needs (sensory, anxiety, communication).
• Need for structure and predictability: routines, clear expectations, and visual supports reduce stress and improve learning.
• Strengths‑based approach: emphasize abilities and interests to motivate learning and build confidence.
• Practical strategies: concrete tips for communication, classroom routines, sensory supports, and behavior planning.
• Advocacy and empathy: encourages adults to listen, adapt, and partner with children and families.

Why It’s Useful for Teachers

• Short, accessible chapters and real‑world examples make it classroom‑friendly.
• Offers immediately usable strategies and mindset shifts to support inclusion and reduce misunderstandings

Discussion Guide — Ten Things Every Child with Autism Wishes You Knew

(Book-club pick — for Parents & Teachers)

Brief framing

This guide is for a joint parent–teacher book-club discussion of Ten Things Every Child with Autism Wishes You Knew.  Use it to compare perspectives, surface actionable insights, and plan changes to test at home and at school.

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Key Themes to Notice (brief)

• Respecting the child’s inner experience and communication style 
• The difference between behavior and intent (what behavior is communicating) 
• Sensory needs and predictable routines as supports, not “accommodations” only 
• Strengths-based, relationship-first approaches over deficit-focused models 
• Collaborative planning and consistent expectations across home and school

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Shared Opening Questions (10–15 minutes)

1. Which chapter or “thing” resonated most for you — and why? 
2. What surprised you in the book?  What confirmed what you already believed? 
3. Where do parents and teachers most strongly agree? Where are the biggest differences?

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Discussion Prompts for Parents

• Which recommendation felt easiest to try at home?  Which felt hardest? Why? 
• Describe a time your child’s behavior was misunderstood.  How would applying one idea from the book change the response? 
• How do you currently balance protecting your child from frustration with giving them opportunities to learn? Did the book shift that balance? 
• What small, concrete change will you commit to this week (communication, sensory strategy, expectation setting)?

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Discussion Prompts for Teachers

• Which classroom strategies in the book are already in practice?  Which could be introduced with minimal disruption? 
• How can lesson planning better incorporate predictable structure without removing challenge? 
• How could you change the way you explain accommodations to classmates and families so they feel respected and informed? 
• What data or observations would you collect to track whether a strategy is helping a student?

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Prompts to Bridge Home and School

• Where can we align routines/terminology so the child gets consistent signals?  (examples: visual schedule format, calm-down cue, preferred sensory tool) 
• Identify one student and build a one-week trial plan that includes a goal, specific supports at home and at school, how progress will be tracked, and a check-in time. 
• How will we communicate results and next steps between home and school?  (preferred channels and frequency)

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Activities for Your Next Meeting

1. Role-play: parent explains a behavior; teacher practices an empathetic response using language from the book. Swap roles. 
2. Create a joint visual support (one page) for a student: a daily schedule, sensory tools, two preferred reinforcers, and an agreed-upon calm-down script. 
3. Quick audit: list 3 school routines and 3 home routines.  For each, note one change to better support predictability and one way to add choice/agency.

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Practical Takeaways (Action List)

• Choose one strategy each to try immediately (one for a parent, one for a teacher).  Set a one-week trial with a short check-in. 
• Standardize one consistent cue or phrase both places will use. 
• Document one observable goal and one simple measure (e.g., number of successful transitions per day). 
• Share a one-page summary with any caregivers/paraschool staff.

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Closing/Reflection Prompts (5–10 minutes)

• What new empathy or understanding did you gain for the other role? 
• What will you do differently tomorrow at home or at school because of this book?

July 2026 Book Club Pick: The Autistic Spectrum: A Parent’s Guide

Brief Synopsis

• Practical, parent‑oriented overview of autism spectrum conditions covering signs, diagnosis, and early identification across ages.
• Explains common co‑occurring issues (language, learning, sensory differences, anxiety, ADHD) and how they affect everyday functioning.
• Reviews intervention options (behavioral supports, speech/OT, social skills work), schooling choices (mainstream, special provision, IEP/504 planning), and family strategies.
• Emphasizes realistic, strengths‑based approaches and matching supports to a child’s profile rather than one‑size‑fits‑all fixes.

Key Takeaways for Parents/Educators

• Early detection and tailored supports improve outcomes; focus on functional goals.
• Practical guidance on navigating assessments, services, and school meetings.
• Concrete strategies for routines, communication supports, sensory adjustments, and behavior plans.
• Guidance on building partnerships with schools and professionals, plus self‑care and community resources for families.

Use in Book/Parent Groups

• Good primer for newcomers; pair with lived‑experience memoirs or practitioner guides for a balanced perspective.
• Useful checklist sections for IEP/meeting preparation and simple home/school intervention ideas.

Best Books to Start the School Year — A Starter Pack for Parents, Teachers, and Neurodiverse Students

As classrooms refill and routines reset, one simple, shared starting point can change the year: the right book.  Below are concise, practical recommendations to help parents, teachers, and neurodiverse students begin the school year with empathy, structure, and hope.

Top Overall Pick (Good for Everyone)

Ten Things Every Child with Autism Wishes You Knew — Ellen Notbohm

Why: Relationship-first, strengths-based, and full of immediately usable language and strategies for both home and school.

For Parents — Build Understanding and Advocacy

• Uniquely Human: A Different Way of Seeing Autism — Barry M. Prizant

Why: Reframes behavior as communication and focuses on practical, respectful responses.

• The Reason I Jump — Naoki Higashida (translated by KA Yoshida & David Mitchell)

Why: First‑person insight that builds empathy and guides conversations with your child and school teams.

For Teachers — Classroom-Ready Strategies

• Inclusive-Classroom Strategy Guides (differentiation & universal design texts) — look for concise practical guides your district recognizes.

Why: Provide ways to design lessons that welcome diverse learners from day one.

Recommendations — Inclusive-Classroom Strategy Guides (differentiation & Universal Design for Learning)

Below are practical, classroom-ready books and short guides teachers and school teams can use to design lessons that include neurodiverse learners.

1. How to Differentiate Instruction in Academically Diverse Classrooms — Carol Ann Tomlinson

   • Why: Classic, research‑informed framework and many concrete classroom examples for tiered lessons, flexible grouping, and assessment. 
   • Best for: K–12 teachers who want step‑by‑step differentiation.

2. The Differentiated Classroom: Responding to the Needs of All Learners — Carol Ann Tomlinson

   • Why: Practical routines and mindset shifts for planning instruction around readiness, interest, and learning profile. 
   • Best for: Whole‑school professional learning.

3. Universal Design for Learning in the Classroom: Practical Applications — Annie E. C. (or similar UDL practitioner guides)

   • Why: Focuses on concrete UDL lesson design: multiple means of representation, expression, and engagement. 
   • Best for: Teachers and coaches building UDL lesson templates.

4. UDL Now! A Teacher’s Workbook for Applying Universal Design for Learning — Rebecca H. (workbook-style UDL guides)

   • Why: Hands‑on planning activities, checklists, and quick implementation steps to convert existing lessons. 
   • Best for: Busy teachers who want immediate, usable tools.

5. Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom — David A. Sousa & Carol Ann Tomlinson (or similar title)

   • Why: Links brain‑based evidence to practical strategies for engagement and memory — useful for explaining “why” to colleagues and families. 
   • Best for: Educators seeking evidence to support practice choices.

6. Teaching Students with Autism Spectrum Disorders in Inclusive Settings — specialized guidebooks (authors vary)

   • Why: Combines UDL/differentiation principles with autism‑specific modifications (sensory supports, visual scaffolds, social supports). 
   • Best for: Inclusion teams, special educators, and general educators co-teaching.

7. The Inclusive Classroom: Strategies for Effective Differentiated Instruction — short practical compendia used in districts

   • Why: Collections of quick adaptations, formative assessment ideas, and classroom management strategies that reduce barriers. 
   • Best for: Quick reference during lesson planning.

8. Practical Guides & Toolkits from CAST / National Center on Universal Design for Learning (short downloadable guides and lesson planning templates) 

   • Why: Free, concise UDL checklists, lesson planners, and exemplars aligned to standards — ideal for trialing one or two UDL changes. 
   • Best for: Coaches and teachers who want templated, free materials to pilot immediately.

• Short Sensory-Support Primers (classroom-focused guides)

Why: Fast changes to the environment can reduce barriers and make transitions smoother. 

Short Sensory‑Support Primers — Classroom‑Focused Recommendations

Below are brief, practical guides and short primers that teachers and inclusion teams can read quickly and start using the same week.

1. The Zones of Regulation: A Curriculum for Self‑Regulation — Leah Kuypers

   • Why: Simple, school‑ready framework and visuals for identifying emotional/sensory states and teaching self‑management. 
   • Best for: Whole‑class teaching and individual supports. 
   • Try this week: Introduce the Zones poster and teach one coping strategy for the “Yellow Zone.”

2. Sensory Strategies for Students with Autism (short guides/workbooks — various authors/district primers) 

   • Why: Compact collections of classroom adaptations (seating, movement breaks, fidgets) you can implement immediately. 
   • Best for: Teachers needing a quick menu of evidence‑based modifications. 
   • Try this week: Pilot a 3‑minute scheduled movement break mid‑lesson.

3. Sensory Breaks and Transitions: Quick Classroom Tools — (playbook-style handouts often published by OT practitioners) 

   • Why: One‑page activity lists and transition scripts that reduce meltdown risk. 
   • Best for: Paras, classroom teachers, and substitute plans. 
   • Try this week: Add a visual transition countdown with two brief sensory options (stretch or chair push).

4. The Out-of-Sync Child Has Fun (short activity collections) — Carol Kranowitz (pick the activity collections or chapter summaries) 

   • Why: Hands‑on sensory activities presented in kid‑friendly ways; easy to adapt to classroom centers. 
   • Best for: Early elementary and sensory table planning. 
   • Try this week: Set up a 5‑minute sensory station rotation (weighted lap pad or squeeze ball).

5. Classroom Sensory Supports: A Teacher’s Guide — (short district or therapist‑produced primers) 

   • Why: Practical classroom layout tips, low‑cost tools list, and signage examples. 
   • Best for: Quick classroom environment audits. 
   • Try this week: Reposition one seating area to reduce visual/clutter distractions.

6. STAR Institute — Sensory Processing Practical Resources (handouts)

   • Why: Free, evidence‑informed one‑page handouts and checklists from a leading sensory‑processing center. 
   • Best for: Staff PD and parent handouts. 
   • Try this week: Use their sensory checklist to identify two low‑cost changes for a target student.

7. Sensory Supports for Learning: A Toolkit for Teachers — (short toolkits by OTs or inclusion coaches) 

   • Why: Combines sensory profiles with classroom‑friendly suggestions and data‑tracking sheets. 
   • Best for: Creating quick, measurable trials. 
   • Try this week: Implement one sensory strategy and track student tolerance or engagement once per period.

8. Calm Classroom: Simple Strategies for Reducing Stress and Supporting Focus — (brief guides/articles by school counselors/OTs) 

   • Why: Focuses on universal calming practices and routines that benefit all students. 
   • Best for: Whole‑class implementation. 
   • Try this week: Start class with a 60‑second breathing or grounding routine.

For Neurodiverse Students — Age-Appropriate, Affirming Books

• Early elementary: All My Stripes — Shaina Rudolph & Danielle Royer — validates differences and builds belonging. 

• Upper elementary: short, visual social stories or graphic novels about perspective-taking. 

• Teens/high school: The Survival Guide for Making & Being Friends (teen social-skills guides) or anthologies like Different, Not Less — practical, strength-focused, and identity-affirming.

How to Use These Books in the First Two Weeks

1. Pick one adult book (parent/teacher) and one student-friendly title that matches your students’ ages. 
2. Read and highlight 2–3 concrete strategies.  Share those with your student’s team in a single-page summary. 
3. Try one cross-setting cue (a visual schedule format, a calm-down phrase, or a consistent transition signal) for one week.  Track one simple metric (e.g., number of successful transitions per day). 
4. Hold a brief 10–15 minute check-in after one week to adjust.

Quick Starter-Pack (ready to grab today)

• Parent book: Uniquely Human
• Teacher guide: short differentiation/universal-design primer used locally or district-recommended text 
• Student book: All My Stripes (early grades) or a teen social-skills survival guide (high school)

Final Note

Start simple: A single shared book and one consistent cue between home and school create predictable, respectful beginnings that set the tone for the whole year.

June 2026 Book Club Pick: Loud Hands: Autistic People, Speaking | by Julia Bascom (Author)

Loud Hands: Autistic People, Speaking — Book‑Club Summary

by Julia Bascom (Author)

In “Loud Hands,” Julia Bascom presents a powerful collection of essays that center on the voices and experiences of autistic individuals.  The book aims to amplify the perspectives of autistic people and challenge the often misguided narratives surrounding autism.

Bascom emphasizes the importance of self-advocacy and the need for society to listen to and respect autistic individuals' voices. The essays cover a wide range of topics, including identity, community, and the challenges autistic people face in navigating a world that often marginalizes them.  The author calls for a shift in how autism is understood, advocating for acceptance rather than mere tolerance.

Through personal stories and reflections, Bascom highlights the richness of autistic experiences, urging readers to recognize the value and diversity within the autistic community.

Discussion Questions for Book Clubs

1. Voice and Representation: How does Bascom’s emphasis on amplifying autistic voices challenge common narratives about autism?  Why is it important for autistic individuals to speak for themselves?

2. Understanding Identity: What insights does the book provide about the intersection of identity and autism? How can understanding one’s identity shape the experiences of autistic individuals?

3. Self-Advocacy: Bascom highlights the importance of self-advocacy.  What strategies can autistic individuals use to advocate for their needs in various contexts, such as education or employment?

4. Community Support: How does the concept of community play a role in the experiences of autistic individuals as described in the book? In what ways can communities better support autistic members?

5. Societal Perceptions: Discuss how societal perceptions of autism are portrayed in the book.  What misconceptions do you think are most damaging, and how can they be addressed?

6. Personal Reflections: Did any particular essay resonate with you on a personal level? How have your views about autism or autistic individuals changed after reading this book?

7. Challenges and Barriers: What are some of the challenges faced by autistic individuals that Bascom discusses?  How can society work to break down these barriers?

8. Acceptance vs. Tolerance: Bascom advocates for acceptance rather than tolerance. What does acceptance look like in practice, and how can it be fostered in our communities and institutions?

Please comment on what your thoughts were regarding this book by completing our survey here:  https://forms.gle/D2hbv689hicLi1sf7.

November 2025 Book Club Pick: "The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism" by Naoki Higashida (Published August 27, 2013)

The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism

By Naoki Higashida

An Editor’s Pick on Amazon - https://a.co/d/5lgiXIn

You’ve never read a book like The Reason I Jump. Written by Naoki Higashida, a very smart, very self-aware, and very charming thirteen-year-old boy with autism, it is a one-of-a-kind memoir that demonstrates how an autistic mind thinks, feels, perceives, and responds in ways few of us can imagine. Parents and family members who never thought they could get inside the head of their autistic loved one at last have a way to break through to the curious, subtle, and complex life within.
 
Using an alphabet grid to painstakingly construct words, sentences, and thoughts that he is unable to speak out loud, Naoki answers even the most delicate questions that people want to know. Questions such as: “Why do people with autism talk so loudly and weirdly?” “Why do you line up your toy cars and blocks?” “Why don’t you make eye contact when you’re talking?” and “What’s the reason you jump?” (Naoki’s answer: “When I’m jumping, it’s as if my feelings are going upward to the sky.”) With disarming honesty and a generous heart, Naoki shares his unique point of view not only on autism but on life itself. His insights—into the mystery of words, the wonders of laughter, and the elusiveness of memory—are so startling, so strange, and so powerful that you will never look at the world the same way again.
 
In his introduction, bestselling novelist David Mitchell writes that Naoki’s words allowed him to feel, for the first time, as if his own autistic child was explaining what was happening in his mind. “It is no exaggeration to say that The Reason I Jump allowed me to round a corner in our relationship.” This translation was a labor of love by David and his wife, KA Yoshida, so they could share that feeling with friends, the wider autism community, and beyond. Naoki’s book, in its beauty, truthfulness, and simplicity, is a gift to be shared.

#TheReasonIJump #Autism #DavidMitchell #KAYoshida