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who is involved with the student should understand what behaviors are required, what new skills are being addressed, and any IEP modifications, and follow through as such. It does little good for Cristina to learn to ask her teacher for a drink instead of grabbing it if her paraprofessional, therapists, parents, and babysitter do not require the same. Ideally, she learns to say “Drink, please” because she is thirsty, not because she is sitting at the blue table with Ms. Smith for a language lesson. Teachers should systematically plan for skills to be generalized to different settings, instructors, peers, and materials. Collaboration between teachers, paraprofessionals, related service providers, and child study team members can be valuable in presenting consistent lessons and supports to the student and in brainstorming through any challenges.
Frequent communication between home and school is often necessary when teaching students with autism. Developing an understanding of the experiences of families affected by ASD may foster the parent- professional partnership so important to each student’s progress. When the teacher knows what happened at home and the family knows what happened at school, the student is more likely to have consistency and success in both settings. Many families have reported difficulties when their children cannot communicate their needs and wants, exhibit challenging behaviors, or do not interact much with other family members. Significant financial expenses, perceived judgment when going into the community, and constant concerns about safety are additional stressors. Acknowledging these concerns and supporting families in addressing them can help the school build positive relationships that benefit everyone involved.
• • • • • One surveyed administrator wrote, “Generally, they require more support [than other parents], especially at the onset of their child’s school career, but with patience, proper support, and appropriate programming they often become our greatest allies.”
Components of Effective Inclusion
Inclusion occurs when individuals with and without disabilities participate in activities together, in areas such as education, recreation, and work. Ideally, inclusion takes place at the right time, in the right place, and for the right reason(s). Inclusion also involves creating a welcoming climate that fosters understanding of all students, regardless of their instructional setting. For students with autism, educational inclusion is most effective when the student is
supported and the team is accountable for the student’s progress; then you can be certain that it is valuable learning time, whether for social or academic skills. When selecting supported inclusion opportunities at your school, considerations pertaining to the student, site, staff, and family should be addressed. Proactively addressing these critical components will increase the likelihood of a successful and meaningful experience for all.
Functional Curriculum
Some students with autism will need a curriculum that focuses on preparing them to live as independently as possible. The overriding goal of such a program is to
help students acquire and perform age- appropriate, functional skills in a variety of environments for a lifetime. This will include less emphasis on traditional academics and
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