Thinking back to my time as an aide in a Special Education classroom for students with autism…
One day my fourth-grade student sat patiently on the floor next to my feet, leaning her arms and head on a shelf. The room was bright, and the books were of a variety of genres, levels, and interests. I scanned all the way to the top of the tall bookcase. I was trying to find a book near her reading level, while meeting her very particular tastes. But reading about dancing frogs and aliens in spaceships can be confusing for those who take in every word literally.
The week before, I had found a chapter book that she liked. I would read it to her while she drew pictures of her favorite cartoon characters. Now it was time to add to her book box. She wasn’t interested in helping because we were not looking in the picture book section with the fanciful depictions that spoke to her. I was looking for easy chapter books that we could take turns reading. Something that might include a life lesson which she could relate to.
I. Could. Not. Find. Any.
In complete frustration I thought, somebody needs to write books for our students!
I told this story to several people over the next day or two. I also replayed it in my mind as I often do—over and over—until I find a solution. Who do I write to? How do I get the word out that struggling readers need a different kind of book? Then, I realized...
I could do it. I could write books for her. But how? I knew that I needed to learn.
It was April, and by September I was a Junior at a local University—full time. Did I say that I was fifty? That is fifty years old? Anyway, my family and the students in the dorms were happy that I decided to live at home and commute.
My interdisciplinary program consisted of writing and educational classes. I learned about how language is acquired, and how it impacts one’s ability to comprehend what they read—any developmental delays or learning disabilities makes this complex task even harder. My senior thesis was three times as long with four times as many references as required. It wasn’t just a paper, it was the basis for a sensory-friendly, early chapter book, with reading comprehension strategies built in--before and after each chapter.
My goal was to adapt the book to the child, just a bit, so they feel comfortable in the written world, like being in a small reading group with a teacher.
The new book format had fiction and nonfiction. But what topic? No clue as I am not very imaginative…at least not in this sense. In my creative writing class, I did not do well writing fiction. I questioned every choice—it didn’t feel natural to my neurodivergent brain. It was like, who am I to decide what happens to people. But once I discovered narrative nonfiction, the words gelled easily for me. I knew that I needed to incorporate this style into my future book because it is real, relatable, and relevant!
About a month before graduation in April of 2020, we went to Baltimore, Maryland. Our daughter was on a high school trip to Washington DC, and her dad and I felt better being close to her. She had many anxieties, and really did not want to go, but this plan worked. Her school took a bus, and we took a plane an hour away from DC, just in case.
Tim and I toured a few places and dined at some great restaurants, basically whatever we found while walking around as I hadn’t planned anything. The National Aquarium was right across the street, so we went. We walked through a couple exhibits with huge displays of habitats that were modeled after the eastern seashore. There were many school groups with kids expressing their excitement over fish and sharks. Right then, I decided on the topic of my first book. I started taking photos and videos, so I could take a little bit of the aquarium home with me. We even stopped at a bookstore so I could get a notebook to start writing.
And by the way, in the evening of the day we returned, everything shut down due to the pandemic. Yep, that was close. My topic almost became Adventures of my Backyard.
Every decision about every word, then every illustration by Mariana Boune, was through the lens of a neurodivergent reader who wants to feel comfortable with a book. Everything.
It took nearly four years to come together, but The Big Aquarium Adventure: Learn about frogs, fish, turtles, sharks and skates! was published on January 23, 2024. Now we keep going—writing, drawing, and designing—because Alex and Jordan have more exploring to do, with an interview, research report, and story!
Nancy Roop promotes neurodiversity and inclusion by publishing developmental books and speaking at literacy and Special Education conferences—or to anyone, anywhere. Her early chapter books have embedded comprehension strategies, so readers learn how to extract meaning from books. These developmental books look like traditional books, but are sensory-friendly, model social connections, and support self-regulation.
Roop is also a favorite Substitute Teacher in local Special Ed classrooms. She lives with her family near Detroit, Michigan and has a BA in Integrative Studies from Oakland University. Her thesis, Developmental Texts for Students with Autism; a Safe Space in the Written World, is available at nancyroop.com.
Being neurodivergent provides the problem solving and big picture thinking needed for spearheading the developmental book format. As a trainer, speaker, and blogger, she promotes inclusive learning focusing on emotional regulation while providing behavioral and academic support to neurodiverse learners.
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