Autism Supplement Requirements and Purpose

Transcript:Autism Supplement Requirements and Purpose:
Autism Supplement Requirements and Purpose Exclusive to state requirements in Texas (not a federal mandate) Consists of 11 items to be reviewed To be reviewed at least annually as part of the student’s ARD Assures that components are considered by the ARD committee– each item may not be needed for every student Many items are addressed through another portion of the ARD and the supplement serves as a summary to assure the item was addressed Requirement to Consider Strategies shall be considered, based on peer-reviewed research-based educational programming practices to the extent practicable and, when needed, addressed in the IEP Must consider all eleven strategies Consideration of these strategies in no way implies a requirement to implement any particular strategy (based on individual need) It is the responsibility of the ARD committee to determine which of the strategies, if any, should be included in a student’s IEP. The emphasis an ARD committee places on each consideration should be contingent on the needs of the individual student. Supplement- Areas of Consideration Extended educational programming Daily schedules reflecting minimal unstructured time In-Home and community-based training or viable alternatives Positive behavior support Futures planning Parent/family training and support Suitable staff-to-student ratios Communication interventions Social skills supports and strategies Professional educator/staff support Teaching strategies based on research-based strategies Extended programming Determine whether the student’s iep can be implemented as part of the regular school schedule If extended school services are needed, the ARD committee determines the iep goals to be targeted and the amount of time needed Determination based on assessment of behavior, social, communication, academics and self -help Daily Schedules Daily schedules reflecting minimal unstructured time and active engagement in learning activities, for example: lunch, snack, and recess periods that provide flexibility within routines, adapt to individual skill levels, and assist with schedule changes, such as changes involving substitute teachers and pep rallies Determine any specific needs to support the student for navigating his daily routine and preparing for exceptions to the regular routine In-home and Community-based training In-home and community-based training or viable alternatives that assist the student with acquisition of social/behavioral skills, for example: strategies that facilitate maintenance and generalization of such skills from home to school, school to home, home to community, and school to community Viable alternatives may include strategies such as sharing common vocabulary across home and school, sharing visual supports, parent-teacher conferences, consultation with district behavior support