(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. (i)
(ii) Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section. (ii) (iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied. (iii)
The Full and Individual Evaluation (FIE) completed by the group of qualified professionals determines if student has a disability. If the FIE shows the student has a disability, the ARD committee must then decide whether the student needs special education services to benefit from education
A child may be considered to be a child with autism if the child has a developmental disability significantly affecting verbal communication; nonverbal communication; and social interaction.
The characteristics of Autism translate into challenges to learning, behavior, and socialization.
If you met one student with Autism, you met one student with Autism!
Educational Implications: Non-verbal or limited verbal abilities Difficulty interpreting non-verbal communication Delayed or immediate echolalia Trouble understanding conversational etiquette Unusual pitch, tone, rate, or rhythm Receptive and expressive language deficits
Educational Implications: Apparent lack of interest in others Preoccupation with special interests Lack of perspective taking abilities Poor awareness of how to act in different social situations Poor executive functioning Inability to monitor thoughts said out loud Slow to process language Rigid about social rules
Educational Implications: Difficulty with change Need for routine, at times rituals Repetitive movements (rocking, hand flapping) Patterns of behavior with certain objects
Educational Implications: Unusual or inconsistent responses to sensory stimulus Difficulty filtering out information Tactile defensiveness Upset by smells, tastes, and textures Over or under re acts to pain Avoids looking at people, views things at unusual angles
Each public agency must ensure that to the maximum extent appropriate, children in public or private institutions or other care facilities, are educated with children who are nondisabled.
Placement is an individual decision—prohibits categorical decision-making; Based on each child’s IEP; and Based on the strong presumption that children with disabilities be educated in regular classes with appropriate aids and supports.
All placements and/or services are made by an ARD/IEP Committee decisions. GCCISD provides a continuum of services to ensure students with autism can be served in the least restrictive environment. The student’s disability does not drive the placement. The instructional need does.
Self Contained Classrooms Resource General Education with or without Accommodations and Modifications
District classes designed to educate special education students who may require intensive communication training, social skills/behavior training, and a highly structured classroom environment deemed necessary by an ARD committee. Primarily designed for students with autism. Operates generally as a self contained environment with opportunities for socialization.
District classes designed for special education students, who require a functional curriculum, in addition to a modified curriculum. Independence in school and community is promoted and taught. Students are generally cognitively delayed and may have physical needs. Students participate in general education classes and activities in addition to their specialized instruction.
Pre school program for disabled 3-5 year old students who are eligible based on their specific needs. The classes vary in format. Many of these students participate in general education classes and activities.
District class designed to provide a structured curricular and social support system for high functioning students with autism. Program provides a “home base” for students who are able to access general education classes but require an on campus support system to maintain success.
Campus LSSP Special Education Teacher Behavior Specialist Coordinator for Special Education Autism Trainings on ESC Works
Collaborate with campus and district supports as needed to address difficult issues. Continue professional development to stay up- to date on research based strategies Continue to prepare and plan for changes in routine Continue use of supports such as visual schedule and clearly defined areas to clarify expectations Monitor progress using data
Continue targeted social skill development Teach the student to use a “home base” or “Break” system when overwhelmed. Have high expectations for success Understand that success takes time and will be gradual. Use positive reinforcement to shape behavior
The mission of the GCCISD Special Education Department is to support the campuses in order to nurture inclusionary environments, enhance student achievement, and maintain compliant special education programs.