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Ever wondered what it's like to walk in two pairs of shoes simultaneously? Meet Marlee Stevenson - first grade teacher by day, autism mom around the clock. Her journey with her nonverbal son Carson illuminates the powerful intersection of professional expertise and deeply personal experience.

Marlee takes us behind the scenes of a transformation that changed her family's life - the introduction of a communication device for Carson. "We had that same fear," she admits, addressing the common concern that technology might discourage verbal development. Instead, it "opened up so many doors" and dramatically reduced frustration levels. For parents considering this path, she shares a valuable insider tip: April offers significant discounts on communication apps like Proloquo2Go.

The conversation shifts to how parenting a child with autism has profoundly shaped Marlee's teaching approach. Her strategies - having backup plans, reading body language cues, providing clear step-by-step instructions - benefit all students but prove essential for neurodiverse learners. Her beach analogy brilliantly explains why inclusive environments matter: just as you can't truly understand the beach from descriptions alone, students need direct experience with diversity to develop empathy and understanding.

Perhaps most compelling is Marlee's candid discussion of self-care. "I told myself for years that I can't leave him," she reveals. "He was more important." Her journey to recognizing that "it's okay if I walk away" for short breaks offers permission many special needs parents desperately need. Whether it's 20 minutes alone in the backyard or a regular girls' night out, these moments of respite allow parents to return refreshed and better equipped to support their children.

The conversation concludes with practical classroom strategies for fostering acceptance, from children's books that teach inclusion to consistent communication between home and school. These approaches create environments where all students can thrive, regardless of neurological differences.

What might your classroom or home look like if you implemented even one of these strategies? How could clearer communication or intentional inclusion change a child's experience?

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