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Autism Spectrum Disorders

CONTACT :: Dreama McCoy (Regions 1, 3, 5, 7)
Dana Rusher (Regions 2, 4, 6, 8)
Claire Greer (Statewide)

The Autism Spectrum Disorders Program serves as a resource to local education agencies, including charter schools. Please contact the consultant with any questions you may have about this population. One goal of the program is to provide training in a wide range of techniques and methods that have been proven effective in the education of students with this particular learning style. Working with local school administrators to identify and train groups of regular and special educators in schools is a key in meeting this goal. Creating local experts that support the school-based teams is also a key.


Evidence-Based Practices 2011
The Exceptional Children Division is committed to assisting each local educational agency (LEA) in its efforts to provide training and ongoing support to school personnel responsible for the education of students with autism spectrum disorders (ASD). Individuals with autism spectrum disorders require individually designed interventions that meet their needs. In fact, no one intervention has been universally identified as being effective for all children with ASD. It is important, however, that parents and school professionals work together as a team to select empirically valid techniques (National Research Council, 2001; Olley, 1999).


Creating the Autism Map in Education
This presentation provides an overview of connections between research, educational practice and needs so that we can better evaluate program effectiveness. It reviews the NCLB requirement that educational programs be based on scientifically-based research. It outlines the findings of the National Research Council regarding 'best practices' in educating students with autism. It reviews Dr. Richard Simpson's critique of many of the most frequently used methodologies. Last, it points to how we can connect needs and learning style features of a student to methodologies that would adequately address the needs. The primary purpose of the presentation is to show that a variety of methods can incorporate and use the 'best practice' guidelines. As Dr. Richard Simpson notes, it is "increasingly evident that there is no single .. universally accepted method for all students .. with ASD."


Accommodations for Students with Problems in Organization
Here you will find a list of possible accommodations for teachers and IEP teams to consider. These accommodations are some of the strategies that have worked with visual learners, learners with deficits in executive functioning, and learners with deficits in social interaction and self-regulation of emotions. This document is divided into sections:

  1. Transitions;
  2. Classroom Design and Structure;
  3. Presentation of Assignments, Instruction, and Testing; &
  4. In Case of Stress or Agitation. Refer first to the brief description at the top of each section. This alerts the teacher to potential aspects of learning style that suggest a need for the accommodations in that section. Then the teacher can review the accommodations in that section to see what to try.


Pragmatic Language and the Standard Course of Study
Students with autism spectrum disorders often have significant difficulty with the pragmatic use of language. The following document provides some clarification of what teaching staff and related service personnel must address within the Standard Course of Study.


Resources
Information and resources on Autism.


Asperger Syndrome: Teaching Strategies and Social Language Groups


The Puzzle of Autism
The NEA has produced a new resource in collaboration with the Autism Society of America, the American Speech-language-Hearing Association, and the National Association of School Psychologists. This article is an informational guide for all education personnel who work with students with Autism Spectrum Disorders. The guide explains common characteristics and suggests effective classroom strategies for improving the communication, sensory, social, and behavioral skills of children who have autism.


Create Safety: Specific Methods for Preventing & Reducing Violence in Individuals with Autism Spectrum Disorders.
A Cooperative training project between the Department of Public Instruction, North Carolina Justice Academy, TEACCH and the Autism Society of North Carolina for School Resource Officers (SROs) and School Administrators.


Clarifications on the Disclosure of Personally Identifiable Information Between School Personnel and School Resource Officers
This document clarifies for districts what the law does and does not allow when sharing personally identifiable information about children with special needs with School Resource Officers.


Clarifications on the Disclosure of Personally Identifiable Information Between School Personnel and School Resource Officers
This PowerPoint clarifies for districts what the law does and does not allow when sharing personally identifiable information about children with special needs with School Resource Officers.

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