How Nourishing Minds Tutoring Embraces Non-Verbal Communication Tactics
For nearly two decades, Lauren Leuzinger has proven that non-speaking individuals with autism can learn to read and communicate effectively. As a special education teacher and literacy specialist at Shenendehowa Central Schools and co-operator of Nourishing Minds Tutoring throughout the Capital Region of NY, Leuzinger is dismantling the myth that students with complex communication needs cannot achieve conventional literacy. By combining high-tech assistive devices with a philosophy built on presumed competence, she helps families and educators discover the untapped potential of neurodivergent learners.
Overcoming the 5% Myth
Leuzinger, who earned her master’s degree in 2009 and holds dual certification in childhood and special education, currently teaches kindergarten in Shenendehowa’s Individual Skills Development (ISD) program. Her classroom operates with a maximum of six students and typically three aides, creating a highly structured, language-rich environment for a predominantly non-speaking population. Despite her extensive training and literacy certification, she frequently encounters systemic doubts regarding reading instruction for non-verbal children.
“I remember going to a training and having an administrator tell me, oh, your students are probably in that 5% who are never going to learn how to read,” Leuzinger said. “And it was very off-putting because I didn’t believe that. And I still don’t believe that.” She insists that any person can learn to read if materials are presented excitingly and without stressful expectations. A foundational rule in her classroom is to presume competence, noting that if educators set the bar low, students will not progress.
Technology and the Power of Spelling
Historically, autistic students were often given binders of pictures to communicate basic wants. Today, technology has streamlined the process through Alternative and Augmentative Communication (AAC) devices. Leuzinger utilizes iPad apps to teach motor planning and focus on core vocabulary—words like “I,” “want,” “help,” and “go” that comprise roughly 80% of daily language.
Beyond tapping core words, Leuzinger emphasizes the critical importance of teaching spelling to non-verbal students, a strategy reinforced by her recent intensive workshop with literacy experts. “If you teach students how to spell, and you incorporate that into your instruction, that will open all of the language up that they could possibly need,” she explained. Because communication apps cannot hold every possible word, spelling provides students with limitless expression and language access.
Avoiding the Trap of Perpetual Preschool
While Leuzinger is preparing to move to Shenendehowa’s new Kindergarten Center next school year, she actively advocates for age-appropriate learning for older students throughout the Capital Region of NY. She notes a common misconception among professionals who believe that if an autistic student hasn’t become a proficient reader by middle school, there is no point in continuing reading instruction. Leuzinger argues that lessons must move forward to reflect the student’s actual age, adapting the language of a text to make it simpler without relying on early childhood materials.
“We don’t want our students to be stuck in perpetual preschool,” Leuzinger noted. “You need to try, and you need to get creative and dig a little deeper to find things that are age-appropriate for the students with whom you’re working.”
As she continues to mentor new teachers and share her resources, Leuzinger is expanding her impact outside the classroom. Through Nourishing Minds Tutoring, she provides instructional coaching to school districts, works directly with students, and helps families build better home routines. Looking ahead, Lauren Leuzinger hopes to collaborate with local organizations servicing adults with disabilities, ensuring that every individual has the opportunity to unlock their full potential, regardless of their age.
