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Strategies for Teaching Based on Autism Research

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At STAR Autism Support, we continuously evaluate our curricula, materials, and company practices to ensure diverse and inclusive representation. Our goal is to represent diversity as a strength and ensure that all students and educators can identify with and benefit from our materials. This Diversity, Equity, and Inclusion (DEI) Sampler is a collection of resources that reflect STAR Autism Support’s commitment to these values. Explore the tiles to view examples and additional details.

 

DescriptionResources

Our Commitment to DEI

Our organization represents its commitment to diversity, equity, and inclusion (DEI) via internal practices and external communications. We seek opportunities to learn from those with lived experiences different than our own, including those with disabilities. Our Advisory Panel and Focus Group provide opportunities for us to receive direct feedback from the community and our stakeholders, including educators and neurodivergent individuals. Visit the Our Commitment to DEI page to explore some examples.

Gender and Sexuality

Male, female, and non-binary individuals are represented in our curricular materials. We strive to avoid stereotypes and gendered language (e.g., "mail carrier" as an inclusive term for all gender identities). Characters, regardless of gender, are shown performing similar work in related fields and reflect qualities such as leadership, intelligence, and courage. We also aim to represent the spectrum of LGBTQ+ identities in our illustrations and materials.

Race, Culture, and Appearance

Our curricular materials reflect racial and ethnic balance in illustrations and photos. Individuals from non-dominant groups are represented as central characters, including leadership roles. We aim to avoid stereotypes or oversimplified generalizations about different cultures. Characters vary in appearance to reflect different skin colors, body types, hairstyles, clothing, and other identifying traits. Visit the Race, Culture, and Appearance page to explore some examples.

Disability

Non-disabled and persons with disabilities are represented as central characters in our curricular materials, including in leadership roles. Characters with and without disabilities are shown interacting together, and various disabilities are represented. Positive qualities such as leadership, intelligence, courage, and integrity are represented across individuals and groups. Self-advocacy, independence, and helping students meet their highest potential are continuously reflected in our materials. Visit the Disability page to explore some examples.

Family Unit and Socio-Economic Status

Our curricular materials avoid oversimplified generalizations about social classes and groups. Family units other than the nuclear family model are represented, e.g., single parents, adopted children, and same-sex parents. We strive to make our materials as accessible as possible to a wide audience, including providing free supports and resources. Visit the Family Unit and Socio-Economic Status page to explore some examples.

Location and Region

We strive to represent various regions and countries, such as regions with different weather or countries with different cultural practices. We have created units and content specific to our large international projects such as China, Australia, Canada, and Puerto Rico. We translate many of our materials into Spanish, and work with districts to provide interpretation in multiple languages. Visit the Location and Region page to explore some examples.