1. The Autism Inclusion Collaboration Model Created to aid the general ed teacher instructing autistic students Four components Environmental and curricular support Attitudinal and social support Coordinated team commitment Home-school collaboration The Autism Inclusion Collaboration Model Created to aid the general ed teacher instructing autistic students Four components Environmental and curricular support Attitudinal and social support Coordinated team commitment Home-school collaboration

2. Environmental and Curricular Support Support personnel Small class size Professional development Adequate teacher plan time Support personnel Small class size Professional development Adequate teacher plan time

3. Attitudinal and Social Support Collaboration, understanding, and support must come from: Administrators Teachers (special and general ed) The autistic student The student’s peers Collaboration, understanding, and support must come from: Administrators Teachers (special and general ed) The autistic student The student’s peers

4. Coordinated Team Commitment Different learning environments must have similar structure Teachers need adequate support to ensure the needs of every student are being met Different learning environments must have similar structure Teachers need adequate support to ensure the needs of every student are being met

5. Home-School Collaboration Educators and parents need to work together Skills learned at school need to be reinforced at home and in the community Educators and parents need to work together Skills learned at school need to be reinforced at home and in the community

6. Techniques for Educators Visual Supports Home Base Technology Priming Prompting Visual Supports Home Base Technology Priming Prompting

7. Visual Supports Autistic students benefit from visual explanations because it allows for greater processing time Write down schedules, routines, assignments, and examples for increased comprehension Autistic students benefit from visual explanations because it allows for greater processing time Write down schedules, routines, assignments, and examples for increased comprehension

8. Home Base Home base is a place where a student may go to calm himself There are many reasons to send a student to home base: Review the day’s events Escape stress in the classroom Prevent a meltdown Regain control if a tantrum has occurred The home base is typically a resource room Home base is a place where a student may go to calm himself There are many reasons to send a student to home base: Review the day’s events Escape stress in the classroom Prevent a meltdown Regain control if a tantrum has occurred The home base is typically a resource room

9. Technology Students with all kinds of disabilities can benefit from technology Video-based intervention is becoming increasing popular for autistic learners Teach self-help and on-task skills The videos demonstrate students completing appropriate tasks Students with all kinds of disabilities can benefit from technology Video-based intervention is becoming increasing popular for autistic learners Teach self-help and on-task skills The videos demonstrate students completing appropriate tasks

10. Priming A parent, paraprofessional, or teacher previews a lesson with the student This can occur the day before the lesson or just prior to it Most effective when built into the student’s routine Should last 10-15 minutes in a relaxed environment A parent, paraprofessional, or teacher previews a lesson with the student This can occur the day before the lesson or just prior to it Most effective when built into the student’s routine Should last 10-15 minutes in a relaxed environment

11. Prompting A prompt is cue for a student to perform a designated behavior Prompts can be physical, verbal, or non- verbal Moving a student’s hand to the pencil Gesturing to write Writing or verbally asking the student a question A prompt is cue for a student to perform a designated behavior Prompts can be physical, verbal, or non- verbal Moving a student’s hand to the pencil Gesturing to write Writing or verbally asking the student a question