Teaching Students with Autism Spectrum Disorders

Chapter Six Transition Planning
The receiving teacher(s) may want to visit the student in the current
classroom environment in order to observe:
• the student’s behaviour in the current classroom environment
• successful adaptations and modifications to the environment,
curriculum, and support systems
• the visual systems used to support the student
• current instructional strategies that are effective for the student
• the student’s level of participation in the activities and social
life of the class
An SEP meeting conducted towards the end of the school year can
be used to exchange information about the student as well as to discuss
goals, instructional strategies, curricular modifications, methods for
maintaining appropriate behaviour, and communication. Preparing
a short videotape of the student, with the parent’s permission, and
presenting it to the receiving teacher, is a creative strategy for providing
information for school staff.
School district personnel may be involved in the SEP process at
transition times to provide consultation on programming, supports
and services.
Teachers may need training in:
• characteristics of students with ASD
• sensory and motor issues
• communication issues and strategies
• visual strategies
• functional behaviour analysis
• social skills instruction
• behaviour change strategies
• positive behaviour supports
Current staff can do a great deal to make the transition to the new
class work more smoothly, by making sure that the transition is seen
in a positive light by pairing the move with preferred things. For
example, familiar furniture or objects from the current classroom can
be taken along. The current teacher and the receiving teacher can work
together to plan preferred activities and privileges that can be made
available to the student in the new setting. As with any future events,
76 Teaching Students with Autism Spectrum Disorders