Developing & Implementing Programming for Students with ASD

1. Active Family Involvement

1.1. Regular communication between educators and parents

1.2. Moving from ‘consulting’ to ‘meaningful partnership’ with parents in providing consistent approaches that support student learning and achievement

1.3. Sharing in the development and regular, ongoing review of the IEP

1.4. Encouraging parental participation in school and learning environments

2. Creating Transition Plans

2.1. entry to school

2.2. between classrooms, activities and different settings

2.3. between grades

2.4. elementary to secondary

2.5. from school to school

2.6. secondary school to post-secondary

3. Individualized Programming

3.1. differentiated instruction

3.2. accomdations

3.3. modifications

4. Randomized Controlled Trials

4.1. best way to determine the effectiveness of educational interventions

5. Instructional Strategies

5.1. developing communication skills

5.2. providing explicit, direct teaching of social skills

5.3. establishing functional routines

5.4. preparing students for any changes or new situations

5.5. environmental adaptations to help students focus attention on relevant information

5.6. addressing sensory issues and using visual aids to optimize learning

6. Structured Environments and Activities

6.1. organized

6.2. predictable

6.3. understandable

6.4. constantly evaluating environments & activities

7. Using Applied Behaviours Analysis (ABA)

8. Communication Programming

8.1. Teachers must target specific skills for explicit, direct instruction and provide support for using the skills in social situations

8.2. Instruction should emphasize the development of attention, imitation, comprehension of vocabulary and instructions, as well as the use of language in play and in various social settings

9. Ongoing Assessment

9.1. Assess and report student progress based on ongoing data collection of identified objectives.

9.2. Timely, multi-disciplinary and informed assessments are available for all students with ASD

9.3. Teachers have access to alternate assessment materials to allow students with ASD to participate in provincial curriculum assessments.

10. Teacher Training

10.1. School staff and administrators receive training on how to deliver effective educational practices for students with ASD.

10.2. supporting training opportunities for school board staff in evidence-based instructional strategies