Marc PipitoneAdvocating for a Child with Autism: What Schools Don't Want You to Know
November 29th 2010 18:23
This section discusses information about what needs to be done on behalf of a child with autism so that he/she can be successful in an integrated (some districts may use the terms "inclusion" or "blended") setting.
Step #1 is to determine the strengths and weaknesses of a child with autism in the following categories:
ACADEMIC
1. Is the child at the same level academically as the typically developing peers in the room?
2. Does the child have adequate fine motor skills?
3. Will the student need a modified curriculum (more than you have done already)?
4. Does the student pick up on verbal cues (two and three step directions)?
5. Does the child have independent working skills?
SOCIAL SKILLS
1. How does the child respond to other children?
2. Can the student work closely with others?
4. Does he/she share willingly?
5. Does the child make eye contact with adults and peers?
6. Does the student initiate conversation with other children?
7. Can he/she identify emotions in self or others?
8. Does the child have appropriate play skills?
BEHAVIORAL
1. How does the child express frustration?
2. Can the child calm him or herself down?
3. Is the child aggressive toward other children or adults?
4. Can the child stay on task?
5. How does the child handle free time?
6. Can the child sit for extended periods of time?
7. Does the child have disruptive behaviors?
8. Will the child tolerate classroom noise?
Step #2 is a review of the IEP goals to determine the following:
1. How the goals can be taught in the classroom
2. The areas where the child needs additional help
3. The goals that can be met within the natural activities of the day
4. The individual responsible for a particular goal
5. Tasks that can be modeled by a peer
6. Tasks that need to be taught on an individual basis
Step #3 is to conduct a reinforcer assessment to determine what motivates the child to learn, and includes the following tasks:
1. Keep a running list of objects and activities that reinforce the student and give all members of the team access to it.
2. Periodically change the list as reinforcers change.
Step#4 is to set bi-weekly meetings with all individuals involved in the education of the student, and includes the following tasks:
1. Set a time for the meeting before school.
2. Discuss challenges, successes, and what works or doesn't work.
3. Include parents in the meetings occasionally to get their opinions and ideas.
Step #1 is to determine the strengths and weaknesses of a child with autism in the following categories:
ACADEMIC
1. Is the child at the same level academically as the typically developing peers in the room?
2. Does the child have adequate fine motor skills?
3. Will the student need a modified curriculum (more than you have done already)?
4. Does the student pick up on verbal cues (two and three step directions)?
SOCIAL SKILLS
1. How does the child respond to other children?
2. Can the student work closely with others?
4. Does he/she share willingly?
5. Does the child make eye contact with adults and peers?
6. Does the student initiate conversation with other children?
7. Can he/she identify emotions in self or others?
8. Does the child have appropriate play skills?
BEHAVIORAL
1. How does the child express frustration?
2. Can the child calm him or herself down?
3. Is the child aggressive toward other children or adults?
4. Can the child stay on task?
5. How does the child handle free time?
6. Can the child sit for extended periods of time?
7. Does the child have disruptive behaviors?
8. Will the child tolerate classroom noise?
Step #2 is a review of the IEP goals to determine the following:
1. How the goals can be taught in the classroom
2. The areas where the child needs additional help
3. The goals that can be met within the natural activities of the day
5. Tasks that can be modeled by a peer
6. Tasks that need to be taught on an individual basis
Step #3 is to conduct a reinforcer assessment to determine what motivates the child to learn, and includes the following tasks:
1. Keep a running list of objects and activities that reinforce the student and give all members of the team access to it.
2. Periodically change the list as reinforcers change.
Step#4 is to set bi-weekly meetings with all individuals involved in the education of the student, and includes the following tasks:
1. Set a time for the meeting before school.
2. Discuss challenges, successes, and what works or doesn't work.
3. Include parents in the meetings occasionally to get their opinions and ideas.
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