Teaching Students with Autism Spectrum Disorders

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Chapter Eight Planning Support for Students with Autism Spectrum Disorders the process unless circumstances warrant otherwise. Those circumstances would include: • the student chooses not to participate • the student’s level of development indicates that he is unable to constructively participate in the process • the student has demonstrated in prior meeting(s) that he is unable to constructively participate in the process from a behavioural perspective, or • the information to be shared between the team members and the parent is considered harmful to the well-being of the student or to the family-child relationship. Parent/Guardian The family of a student with ASD has knowledge and experience that is helpful in developing effective programming. This knowledge is important in examining which skills are most important to enhance the student’s life presently and in the future. For example, the family has usually devised a means of communication and behaviour management. When the family program and the school program complement each other, the student benefits from the resulting consistency. Some aspects of the parent’s role, as it pertains to individuals with ASD are to: • be an active member of the planning team and could be the manager of the team • sign a consent for assessment form before the student can be assessed • sign a common consent form granting permission for the sharing of information in the team meeting, release of information as in a report, and to complete the profile as part of the SEP process • ask questions if they do not understand what the consent form means • provide the relevant family and medical history to the appropriate team members, as well as provide their observations about strengths and needs at the team meeting. This information is vital in providing appropriate programming for their child. 88 Teaching Students with Autism Spectrum Disorders
Planning Support for Students with Autism Spectrum Disorders Chapter Eight Classroom Teacher The classroom teacher facilitates the development of the physical, social and intellectual potential of all students in the classroom. S/he is the expert in subject areas at a given grade level. The teacher facilitates classroom management and group interaction. When a student with ASD needs specialized intervention and programming, teachers collaborate with other team members to ensure there is a well-planned coordinated approach. Some aspects of the classroom teacher’s role, as it pertains to students who have ASD are to: • participate as a member of the team by contributing to the identification of the strengths and needs of the student, commenting on the pre-referral strategies tried and on other aspects of programming in the school environment • ensure that the goals of instruction are attainable • monitor and record the student’s progress in designated areas • use a variety of stimulating instructional methods • provide for the student’s participation in classroom activities • adapt instructional strategies to meet the needs of the student as decided by the team • consult the appropriate team members concerning specific adaptive techniques to be used with the student with an ASD • facilitate academic and social development similar to the student’s peers • maintain a close working relationship with the home and other SEP team members in order to maximize the effectiveness of all available services School/District A school psychologist provides a range of services in the education system from consultation and collaboration, planning and evaluation, to psychological and psychoeducational assessments. If a school psychologist is working with a student with ASD, s/he is responsible for understanding the student’s impairment and the implications of this impairment on assessment. The school psychologist is also responsible for making observations about strengths and needs, and for making recommendations for programming. Teaching Students with Autism Spectrum Disorders 89
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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 76 and 77: Chapter Five Students with Asperger
Page 82 and 83: Chapter Six Transition Planning For
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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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138 Education Guidelines for Referr
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Step 1: Guidelines for Referral Pro
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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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