Goose Creek CISD

Special Education2012 - 2013

Districtwide Staff Development ConferenceFebruary 15, 2013

On the Spectrum: Basics of Autism

Learning Objectives To describe defining features of Autism

and educational implications Understand the services provided to

students with Autism in GCCISD.

FACT or FICTION

Fact or Fiction

Autism is a disease?

FICTION!

Fact or Fiction

Bad parenting can cause autism?

FICTION!

Fact or Fiction

Students with autism don’t easily understand other people’s thoughts and feelings

FACT!

Fact or Fiction

Autism can be cured if parents follow a gluten free diet

FICTION!

Fact or Fiction

Autism is more common in boys than girls

FACT!

Fact or Fiction

Students with autism all have below average intelligence

Fiction!

Fact or Fiction

Students with autism always prefer being alone

Fiction!

Autism Spectrum Disorder

Autism Pervasive Developmental Disorder Not OtherwiseSpecified (PDD - NOS)

Asperger’s Syndrome

Rett’s SyndromeChildhood Disintegration Disorder

DSM IV

Autism and IDEA (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.

Autism and IDEA (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.

(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.

Educational Eligibility 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

Educational Eligibility

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.

Characteristics of Autism

Communication

BehaviorSocial Interaction

Characteristics of Autism

The characteristics of Autism translate into challenges to learning, behavior, and socialization.

Characteristics of Autism

If you met one student with Autism, you met one student with Autism!

CommunicationEducational 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

Social InteractionEducational 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

Restricted Repetitive Behavior

Educational Implications: Difficulty with change Need for routine, at times rituals Repetitive movements (rocking, hand

flapping) Patterns of behavior with certain objects

Sensory Profile Activity

Sensory ExperiencesEducational 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

Education in Least Restrictive Environment (LRE) and Autism

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.

Education in Least Restrictive Environment (LRE) and Autism

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.

LRE and GCCISD

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.

District Wide Programs

Self Contained Classrooms

Resource

General Education with or without Accommodations and Modifications

Structure Integrated Learning Class (SILC) 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.

Life Skills 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 Students with Disabilities (PPCD)

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.

Focus on Communication and Understanding Social Skills (FOCUS)

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.

Autism Supports

Visual Support

Behavior support

Structured classroom

Basic visual schedule/support

Visual class routine

GCCISD and Autism Support

Campus LSSP Special Education Teacher Behavior Specialist Coordinator for Special Education Autism Trainings on ESC Works

Helping Students with Autism be Successful• 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

Helping Students with Autism be Successful• 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

Autism Resources

http://txautism.net/training.html http://www.autisminternetmodules.org http://www.autism-society.org http://www.autismspeaks.org

Questions and Answers

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.