Autism and Education
Discussions about programming for students on the autism spectrum often focus on what processes/strategies (e.g., PECs, ABA, TEACCH, Greenspan) one should use to teach. However, before we determine how to teach, the first questions should address what to teach. What are the outcomes we hope to achieve with the strategies we use? In public schools, outcomes are articulated via the curriculum. And in our public school system, the purposes of curriculum are many. First, curriculum is the manner in which we transmit our culture and heritage. Second, curriculum is the way we enhance knowledge. Finally, curriculum should focus on preparing students for adulthood or the next stage of life (e.g., college). Unfortunately, with the intense focus on accountability and statewide testing, schools have by necessity become heavily focused on teaching curriculum that will prepare students to meet academic standards and to pass standardized tests.
Whether a student is in elementary or high school, the process of planning for the future should begin as soon as possible. There are processes associated with person-centered planning that can assist. These processes help the family and individual develop a vision for the future and to establish a shared plan toward achieving desired goals. While not all inclusive, the following questions can be used to focus the discussion on ultimate outcomes, regardless of the diploma option pursued.
Accommodations to Consider for Problems in Organization for Students with High Functioning Autism, Asperger Syndrome & Related Disorders PDF
Behaviors That May Be Personal Challenges For A Student With An Autism Spectrum Disorder HTML
Disabilities that Qualify for Services Under IDEA
Educational Implications: Ideas for Classroom Management HTML
Middle School Science: Access for Students with Autism Spectrum Disorders HTML or PDF
Tips for Teaching High Functioning People with Autism
