AUTISM GUIDANCE DOCUMENT AND HOT TOPICS FOR ADMINISTRATORS JoDonna Burdoff Autism Outreach Coordinator WVDE/OSP

Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices AUTISM GUIDANCE DOCUMENT AND HOT TOPICS FOR ADMINISTRATORS

This document was a AUTISM GUIDANCE DOCUMENT AND HOT TOPICS FOR ADMINISTRATORS

PURPOSE  To provide educational related information about ASD ( Autism Spectrum Disorders)  To assist IEP teams in developing a researched- based program for children who qualify for special education under the category of autism  Provide information for parents about first steps after receiving a diagnosis  Provide information on ASD  Provide information on appropriate educational program indicators for students with ASD  Provide information on various methodologies, interventions and strategies for educators and parents working with students with ASD  Provide information on where to find additional information on ASD AUTISM GUIDANCE DOCUMENT AND HOT TOPICS FOR ADMINISTRATORS

IT IS NOT THE AUTISM BIBLE

TO HELP YOU BECOME FAMILIAR WITH THE DOCUMENT, LOCATE THE PAGE NUMBERS THAT CORRESPOND WITH THE QUESTIONS ON THE HANDOUT? Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices

Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices QUESTION NUMBER 1 Parent comes in OR YOU ARE SITTING IN AN IEP and questions the difference between an autism diagnosis and the educational eligibility of autism. Where in this document could you direct them? PARTICULAR ATTENTION TO THE SECOND PARAGRAPH ON PAGE 15 It is important to recognize that a diagnosis of PDD-NOS, Asperger’s Syndrome or Autism, alone is not enough to qualify your child for special education services. WV Policy 2419 defines a student eligible for special education as a student who (1) has a disability or disabilities, (2) whose disability(ies) adversely affects educational performance and (3) whose unique needs cannot be addressed exclusively through education in general education classes with or without individual accommodations. The third part means a student requires specially designed instruction. Specially designed instruction is organized and planned instructional activities, which adapt, as appropriate, the content, methodology or delivery of instruction to address the unique needs that result from a student’s disability. Don’t forget : Student is diagnosed as having autism by a psychiatrist, physician, licensed psychologist OR school psychologist.

Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices QUESTION NUMBER 2 Teacher walks into your office stating that he/she is not qualified or trained to have “this student with autism” in their room. This could be a general educator or a special educator. Pages are a good start. On page 170 is information on AIMES and on page 175 is the link to National Professional Development Center.

QUESTION NUMBER 3 This note is left on your desk……… Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices Pages 81 AUTISM SPECTRUM DISORDERS KEY TERMS AND ACRONYMS

QUESTION NUMBER 4 Student with autism is sent to your office for disciplinary issues and has an FBA and BIP. Page 49 Starts the description of FBAs and PBS. Don’t forget to look at Policy 2419 and Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices

QUESTION NUMBER 5 Parent/teacher request new IEP because the student has now qualified for services under the autism insurance bill. Page 133 House Bill 4260 Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices Pay careful attention to page 148 “ This section shall not be construed as limiting or replacing or affecting any obligation to provide services to an individual under IDEA.”

Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices Sitting in an IEP and the parents request an one-on-one aide

PARAPROFESSIONALS THIS IS A BIG DEAL !!!!!! Quote from the 2011 WV Advisory Council for the Education of Exceptional Children. “Testimony received this year and last has made it clear that the number of requests received by local districts for one-on-one aides to support instruction for students with more significant needs has increased dramatically. Although some students do require this level of support, most instead require continuous adult supervision. For this reason, the Council recommends providing guidance to school personnel and services through the IEP process and how to communicate to parents” Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices

IS THERE A NEED? Not all children with autism require one-on-one assistance to receive educational benefit. In some instances, the provision of a one-on-one aide may impede the child’s progress. IDEA does not require it That does not mean, however that a county should disregard a parent’s request without comment. Validating parent concerns and viewpoints is important to the decision making process and can make all the difference. Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices

We really should not be discussing one-on- one aides in the IEP.... We should be discussing NEEDS… Exhaust alternative additional supports Attention to task- Behavior support plan, classroom modifications and IEP goals Aggressive behaviors- BIP Academically falling behind- Review program and placement carefully. Break down the schedule- May need nonstop redirection to pay attention in story time but does fine in art. Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices

If you want a copy of the guidance document go to: If you would like a copy of this presentation, me at Autism Spectrum Disorders: Services in WV Schools Guidelines for Best Practices