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the tipping point at which everyone gets on board. 30% www.gvsu.edu/autismcenter Don't feel badly . . . "We did what we did when we knew what we knew." Who participated? From Grandville Public Schools:
Jessica Crampton - Special Ed. Director
Marcia Gehl - Social Worker
Melissa Sokolove - Special Ed. teacher
Jill Kreuze - Speech Path.
Ed Vaandering - Gen. Ed. teacher
James Grooters - Psychologist
Laurie Michmerhuizen - Special Ed. teacher
Jenn Grant - Special Ed. teacher
Danielle Dykhuis - parent Target Students: plus school districts from Kent, Branch, and Muskegon ISD's What did we learn? Way too much to put here! Our conferences were divided into 6 modules: #1. Foundations in ASD
and the Teaming Process #2. Educational Strategies #3. Positive Behavior Support #4. Peer to Peer Support #5. IEP Development & Implementation #6. Systems Change through Coaching Saying, "This Will Not Work" is not an option. We'll just give you the highlights. There are 2 goals when addressing the needs of ASD students: Independence & Socialization Now that we know differently, we're held accountable. What does LRE mean? The Federal definition:
"To the maximum extent appropriate, children with disabilities are educated in the general education classrooms with children who are not disabled.
. . . and that special classes, separate schooling, or other removal of children with disabilies from regular education environments occurs only if the nature and severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Least Restrictive Environment Intensive yearlong training with multidisciplinary school-based teams in the areas of teaming and problem solving, effective educational programming for students with Autism Spectrum Disorders, and systems change. Meeting Mechanics
& Team Process Characteristics of ASD Looking at ASD Differently Gaining a clear understanding of the disorder has a huge impact on how you treat and educate the ASD student! Presume competence! The best time to solve a problem is before it happens the NEXT time. Using the ASD WITH the student rather than against the student. So always ask yourself:
Will this help this student become more independent or social?
If No, then it's not as important as you might think. Consequence = Response, NOT punishment Components: Prevent challenging behaviors
Teach new skills
TEAM problem-solving approach
Data-based decision making
Use of Evidence-Based Practices
Focuses on Independence & Socialization
Values families, friends, and community
Focuses on "Quality of Life" Universal Supports Supports targeted to ASD student, but beneficial to all students. Non-Negotiables: Visual Strategies & Supports
Functional Communication System
Peer to Peer support
Appropriate Adult Support What ABOUT the problem makes it a problem? Is it REALLY a problem . . .
compared to peers?
or is it typical development? "What is the purpose or intent of a behavior?" Decisions MUST align with The Law
The Data Opinion MUST be ignored. FAPE, as Federally defined, suggests that students with disabilities must not just have "access" to the education, but must benefit from it too. Special Ed. is not a place. It is a set of supports and services. Fun Facts: "The achievement level of students with disabilities does not decrease in general education classrooms." "Moreover, placement in inclusive classrooms does not interfere with the academic performance of students without disabilities with respect to the amount of allocated time and engaged instructional time, the rate of interruption to planned activities and student achievement on test scores and report card grades." "There is mounting evidence that, other than a smaller class size, 'there is little that is special about the special education system,' and that the negative effects of separating children with disabilities from their peers far outweigh any benefit to smaller classes." 80/80 2009/2010 Targets for MI CIMS Thresholds for Restriction are: 80% of students with disabilities will spend greater than, or equal to, 80% of their time in General Education. The goals are the CHILD'S, not yours. Social skills can only develop with social opportunities. "We make the program fit the child . . . not the child fit the program." The general education curriculum represents an opportunity for inclusion and social learning: Skill proficiency is not the primary goal. Successful transitions to next year. Personal Accountability
IEP Development and Implementation
Effective Practices Information and Implementation Support An idea discovered is better than an idea delivered. Think: Solutions Personal accountability involves building a culture, community-wide, to be autism-friendly. Anticipate change. Critical Mass! There is no easy answer.
Creating an integrated program to
support a student with ASD
requires a collaborative approach
that emphasizes assessment
driven intervention and ongoing
evaluation of progress. Sensitivity Awareness Appropriately Supported Fun Facts: 2002 study: Of adults with ASD, only 10% were in competitive employment because of lack of social skills and social understanding. Maybe not so "Fun" 1. Consistent Behavioral Programming
2. A Functional Communication System
3. Visual Strategies
4. Team Problem Solving Approach
5. Peer to Peer Support
6. Paraprofessional Support
7. Academic Modifications/Accommodations Accommodations & Modifications Academic Modification Plan ASD Student Placement Delivery of Instruction Transition Children with delays in language development are at risk for using challenging behaviors as a way to communicate their needs & wants. Social Competency & ASD
Research . . . indicates an important shift in the field of ASD, from an emphasis on adult-directed instructional strategies, to peer-mediated interventions. Peer to Peer Supports . . .
* There to tell the students with Autism what to do
* Paid Staff
* Aides Are:
* They are there to act and be kids LINKS Program Medium of Exchange Like "Friendship Circles" Successes! Pieter used to require numerous prompts in order to follow daily routines.
Now, Pieter can independently follow morning, lunch, and end-of-day routines with minimal assistance. Pieter started the year knowing only 3 or 4 classmates' first names. Now, he knows almost all their first names (is just a little fuzzy on a few) AND has begun learning interests about each. Pieter started the year wasting social opportunities on the playground by only reading books. Now, he plays alongside his classmates and is getting more exercise. (He particularly likes the merry-go-round.) No books allowed out there. Pieter began with an unshakeable obsession with math, allowing it to permeate every hour of the day. Now, Pieter's interest in math is second string to the other curricular areas. (But still, he loves math!)