Teaching Students with Autism Spectrum Disorders

Planning Support for Students with Autism Spectrum Disorders Chapter Eight
• make referrals as required to the appropriate school and/or
psychological services and/or community agencies
• remain knowledgeable, when conducting assessments, about
special considerations for students with ASD, and the impact
of these considerations on assessment results
• give suggestions to the SEP team on strategies, curriculum,
approaches, services and supports required by the student
• assist in writing any component of the SEP for which she has
been assigned responsibility for implementation
• implement those portions of the SEP for which she has been
designated responsible
• monitor and record the student’s progress
• as designated, provide suggestions, resources and/or support
to others involved in developing the SEP
Itinerant Teachers for the Blind and Visually Impaired and
Itinerant Teachers for the Deaf and Hard of Hearing
These itinerant teachers may be involved with students who have
ASD in addition to a visual or auditory impairment.
Resource Teacher
Some aspects of the Resource Teacher’s role, as it pertains to
students who have ASD are to:
• provide support to the student, family and the other
educational personnel
• ensure that a comprehensive assessment process takes
place
• when asked, assist in bringing together the SEP planning
team or other external stakeholders as required
• provide assistance in adapting materials
• provide consultation regarding modifications to
programming
• work collaboratively with other team members who
may be working with the student
• remain knowledgeable, when conducting assessments
and evaluations, about special considerations for
students with ASD
• make referrals as required to the appropriate educational
and/or psychological services and/or community
agencies
Teaching Students with Autism Spectrum Disorders 91