Age-Appropriate Expectations: The Academic Revolution You Haven't Heard About

"I have set higher expectations for him and now expose him to age appropriate information and activities. He has felt this difference and responded with more confidence. I feel as though he sees it as a relief that he is now better understood." - Deb H., Parent

Kayla is a contributor to Communication for Education's online course.

Hidden in classrooms across the country, a quiet revolution is taking place. Educators are discovering that their nonspeaking students—the ones they thought couldn't handle grade-level content—are actually hungry for intellectual challenge and capable of far more than anyone imagined. The key? Age-appropriate expectations and accessible academic adaptations.

The Lowered Expectations Crisis

For too long, educational systems have made devastating assumptions about nonspeaking students. Hildania, a Paraprofessional, reflected: "I now have more understanding of my student and I feel better equipped to help him communicate. Just hearing the real-life stories of the students who were able to communicate opened my eyes to the misunderstanding many people with autism face. Once given the appropriate support and technology, the students were able to share unique perspectives and insights on how to best support people who need help communicating."

But what happens when we flip the script? When we start with the assumption that these students are intellectually capable and need access to the same content as their peers?

The Academic Adaptation Breakthrough

Rachael Hayes, working with an interdisciplinary team, experienced this transformation: "The biggest impact is how needed and doable it is to adapt age appropriate educational content for our students. How the motor abilities of our students affects what they can show us that they have learned. I am deeply affected by the use of material that is not age appropriate with our students—I'm realizing how little people know our students and how little is being done to address this in our schools."

This isn't about making content "easier"—it's about making it accessible while maintaining intellectual rigor.

Real Students, Real Results

Stephanie, a General Education Teacher, shared: "This program gave me a lot of ideas as to how I can support students in the school setting, allow them to access the curriculum with their peers, and give ways to show their learning in different ways."

The results speak for themselves. When students are given access to age-appropriate content through accessible methods, they demonstrate knowledge and capabilities that surprise even experienced educators.

Brooke, working with preschool nonspeaking students, noted: "So many things stood out but the one thing that really stood out to me was the age appropriate content. This stood out to me because I assumed that the students weren't knowledgeable or seem interested in topics that weren't the kind of things they watch on their IPads. And since taking this course and introducing age-appropriate content the students engage more and want to use the letter board to communicate about the topics. That had me with wide eyes and shocked emotions."

The "Limitation Revelation"

Darnell, a Special Education Teacher, experienced a powerful realization: "Participation in this course has taught me so many things. It helped me have a better understanding of the cognitive demands placed on my students. And it gave me more confidence in being able to communicate with my students. I now feel confident in my ability to challenge my students with age appropriate material and questions."

The revelation? The limitations weren't in the students—they were in our approaches, expectations, and methods.

Module 12: The Academic Game-Changer

Our Adapting Academics module provides concrete strategies for maintaining high expectations while ensuring accessibility. Participants learn how to:

Identify the core concepts in any lesson or assignment

• Reduce motor demands while preserving intellectual challenge

• Create multiple ways for students to demonstrate knowledge

• Scaffold complex content without watering it down

• Design response methods that work with, not against, apraxia

  
  

Our Adapting Academics module teaches the difference between adapting and modifying - an important distinction even educators often don't fully understand.

Kristen, a Special Education Teacher, found immediate application: "Adapting assignments has become much easier for me. The language ladder really helped with this. I plan on using partner-assisted scanning and response tools more frequently in the future."

Beyond Individual Classrooms

Bailey, a 1st Grade Teacher, discovered the broader implications: "This class was filled with information that not only applies to students who are nonspeaking, but all students. I feel I am such a better general educator because I can understand the role of communication partners and can work with them and students to create student success. I feel I can better adapt assignments and give resources to other general education teachers."

When we learn to adapt academics for nonspeaking students, we become better teachers for ALL students. The strategies that support students with apraxia often benefit students with learning differences, language processing challenges, and motor difficulties.

The Technology Integration

Age-appropriate academics isn't just about content—it's about leveraging technology and alternative response methods. Madison, a Direct Support Professional, reflected: "This course opened my eyes to the opportunity everyone can have to communicate and the difference reliable communication can make."

Students might access grade-level science content through:

• Partner-assisted scanning for multiple choice responses

• Typing to demonstrate understanding of complex concepts

• Letter boards for open-ended questions

• AAC devices for class discussions

  
  

Changing School Culture

Renata B., both a Parent and Practitioner, captured the broader vision: "This course beautifully shows that communication is universal and that despite societal and environmental barriers, autistic individuals will find their voices and rightful place in the world through relationship building and cooperation with knowledgeable educators and communication partners."

This isn't just about individual student outcomes—it's about transforming school cultures to be truly inclusive and presuming competence for all students.

The Professional Development Imperative

Kimberly S, a Total Communication Teacher, made a powerful observation: "I believe that this is a course that every teacher should take. The information that was shared easily applies to all students and educators. There are so many valuable takeaways from this course."

When educators understand how to maintain age-appropriate expectations while providing necessary supports, the entire educational landscape shifts.

Starting Your Academic Revolution

Ready to transform how you approach academics for your nonspeaking students? Module 12 - Adapting Academics provides the concrete strategies and mindset shifts you need to:

• Challenge your students intellectually while supporting them practically

• Design lessons that honor both capability and communication differences

• Create assessment methods that truly capture student knowledge

• Advocate for appropriate academic expectations across your school

  
  

Margaret, reflecting on her experience, shared: "I wanted to gain a better understanding of different ways to communicate with my students. I learned that writing is the most efficient way for one to communicate. I had never really thought about that and whether we should start teaching typing in preschool."

The academic revolution starts with each educator who chooses to presume competence and provide access. Will you be part of it?

Explore Module 12 - Adapting Academics →