Teaching Students with Autism Spectrum Disorders

Chapter Eight Planning Support for Students with Autism Spectrum Disorders
Guidelines and Standards: Educational
Planning for Students with
Exceptionalities (2002), Department
of Education, Government of New
Brunswick
< place desks so that when working students are facing away
from windows
< define each area of the classroom according to the purpose
for which it’s used
< keep student’s backs to the main door entrance to reduce
distraction
• Allow the student time to become familiar with his surroundings
and to reduce anxiety
• Use this time to observe. What does he do? Do you catch the
student glancing at you to see if you’re watching? Does he
exhibit self-stimulating, self-abusive, hyperactive or hypoactive
behaviors? Does he say anything aloud or ‘under his breath’?
Take an informal inventory of his skills during this period of
observation.
If the intervention strategies and supports developed through the
pre-referral stage are student specific, long-term and essential for the
student to be successful in meeting curriculum outcomes then the SEP
is developed. If the strategies and supports are not sufficient, then
referral for further assessment is indicated. The assessment results
are used to assist the SEP team in planning support and services and
developing programs.
Development of the SEP
An SEP is developed if the parent and school-based team decide
the student cannot continue to be successful within the prescribed
curriculum, given good teaching practices.
The educational component of the SEP
The educational component of the SEP is developed by relevant
school personnel in consultation with the student and parent, and the
external service providers if needed.
Factors to consider when developing the educational component
of the SEP are:
• ASD affects most, if not all, areas of functioning.
• Skills are often cannot be taught in isolation and must be
generalized throughout the curriculum
(Refer to Appendix K.)
• When a student’s strengths and needs are being discussed,
one must consider the prerequisite skills which are needed
to move from one developmental level to another.
86 Teaching Students with Autism Spectrum Disorders