Teaching Students with Autism Spectrum Disorders

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Chapter Eight Planning Support for Students with Autism Spectrum Disorders • give suggestions to the SEP team on strategies, curriculum, approaches, services and supports required by the student • assist in developing any component of the SEP for which s/he has been assigned responsibility for implementation • as designated, provide suggestions, resources and/or support to others involved in developing the SEP • implement those portions of the SEP for which s/he has been designated responsible Speech-Language Pathologist Speech-language pathologists (SLPs) are specialists in human communication, its normal development, and its disorders and delays. Since communication difficulties are such a significant problem for students with ASD, SLPs can play a critical role in SEP development and delivery. Some aspects of the role of the SLP, as it pertains to students with ASD, are to: • participate as a member of the SEP team • provide assessment and evaluation of the student’s communicative functioning • provide direct intervention, or consultation targeting the student’s communication needs • provide consultation and advice to parents, teachers, and other professionals on speech and/or language related issues • refer to other professionals as necessary • offer inservice in the areas of articulation, phonology, receptive language, expressive language, pragmatics, and/or alternate/augmentative communication • work closely with the teachers of students with ASD to coordinate instruction and services Paraprofessionals The student with ASD may require support from a classroom assistant. Some aspects of the role of the classroom assistant, as it pertains to students who have ASD are to: • contribute information regarding the student’s strengths and needs • assist the student in utilizing adaptive equipment • assist with personal care needs where recommended by the school-based team 92 Teaching Students with Autism Spectrum Disorders
Planning Support for Students with Autism Spectrum Disorders Chapter Eight • assist with shaping appropriate behaviours, developing independent living skills, facilitating interactions with others, and/or stimulating communication under the direction of relevant educational personnel School Administrator The administrator has an important role in service delivery to students who have ASD. S/he provides support to students, classroom teachers, parents, student assistants, and others to ensure that team members are working collaboratively and efficiently. The administrator is a key player in monitoring the roles of team members who are implementing the educational component of the SEP. Some aspects of the role of the administrator, as it pertains to students who have ASD, are to: • ensure learning takes place in a safe, caring, committed and respectful environment • ensure that all students have their programs designed and implemented by the appropriate personnel • create schedules which optimize availability of resource personnel • ensure that students with identified exceptionalities have access to the SEP process • provide administrative support to teachers and other educators in their efforts to meet the needs of students as needed • facilitate the use of in-school facilities to conduct SEP meetings • ensure that SEP responsibilities are followed by school personnel. Student Services Supervisor The student services supervisor serves in a leadership and advisory capacity on all aspects of support services to students. S/he works with other district office and school personnel to ensure that a continuum of supports and services are provided to students. The role of the student services supervisor, Department of Education, as well as the district, as it pertains to students with ASD, is to: • provide leadership in the development, implementation and evaluation of the school policies, procedures and guidelines, as they pertain to students who have ASD Teaching Students with Autism Spectrum Disorders 93
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TEACHING STUDENTS WITH AUTISM SPECT
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Table of Contents Acknowledgments .
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Table of Contents (cont’d) Append
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ii Teaching Students with Autism Sp
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Introduction The final section of t
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Chapter One What Is Autism? Bryson,
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Chapter One What Is Autism? Reprint
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Chapter One What Is Autism? The DSM
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Chapter One What Is Autism? Childho
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Chapter Two Characteristics Associa
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Chapter Three Teaching Students wit
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Page 50 and 51: Chapter Three Teaching Students wit
Page 62 and 63: Chapter Four Managing Challenging B
Page 76 and 77: Chapter Five Students with Asperger
Page 82 and 83: Chapter Six Transition Planning For
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Page 86 and 87: Chapter Six Transition Planning Gra
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Page 90 and 91: Chapter Seven Assessment and Evalua
Page 92 and 93: Chapter Eight Planning Support for
Page 108 and 109: Appendices These appendices contain
Page 110 and 111: Appendix B Hierarchy of Prompts Pro
Page 112 and 113: Appendix D Name:___________________
Page 114 and 115: Appendix E Home-School Communicatio
Page 116 and 117: Appendix F Communication Dictionary
Page 118 and 119: Appendix H The Components of a Beha
Page 120 and 121: Appendix I Tips for Teaching High F
Page 122 and 123: Appendix I 13. If that doesn’t wo
Page 124 and 125: Appendix K Integrating Student’s
Page 126 and 127: Resources Consultative and Support
Page 128 and 129: Resources Print Resources The follo
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Page 132 and 133: Targeting autism: What we know, don
Page 134 and 135: Resources Assessment Tools Assessme
Page 136 and 137: References This section includes so
Page 138 and 139: References Durand, V.M., & Crimmins
Page 140 and 141: References Hodgdon, L. (1991). Solv
Page 142 and 143: References McGinnis, E., & Goldstei
Page 144 and 145: References Rourke, B.P. (1989). Non
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Step 2 - A: *** Note: A psychologic
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Referral for Consultation School Ps
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SCHOOL DISTRICT _____________ PAREN
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Teaching Students with Autism Spectrum Disorders

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