Supporting the Student With ASD
Manitoba Education Citizenship
and Youth
School Support Unit
www.edu.gov.mb.ca/ks4/specedu/index.html
Objectives of this morning:
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What is ASD?
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The Primary Characteristics
The Associated Features
The student with Autism Spectrum Disorder
Gathering information
Connecting behaviours to reasons and
strategies
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The Trouble Shooting Guide
WHAT IS AUTISM SPECTRUM
DISORDER (ASD)?
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A DESCRIPTION
THE PRIMARY CHARACTERISTICS
THE ASSOCIATED FEATURES
AUTISM SPECTRUM DISORDER
(ASD)
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ASD IS A COMPLEX NEUROLOGICAL
DISORDER THAT AFFECTS THE
FUNCTION OF THE BRAIN
ASD REFERS TO PERVASIVE
DEVELOPMENTAL DISORDERS
ASD: THE PRIMARY
CHARACTERISTICS
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SOCIAL INTERACTION
COMMUNICATION
RESTRICTED PATTERNS OF
BEHAVIOURS, INTERESTS, AND
ACTIVITIES
ASD: THE ASSOCIATED FEATURES
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UNUSUAL RESPONSES TO SENSORY
STIMULI
ANXIETY
RESISTANCE AND ANGER
LIMITED PROBLEM SOLVING AND
INDEPENDENCE
SCATTERED DEVELOPMENTAL
PROFILE
Unusual Responses to Sensory Stimuli:
Profile A: ASD and Cognitive Disability
Profile B: ASD
Profile C: Asperger’s Syndrome
Asperger’s Syndrome
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Qualitative impairment in social interaction
Restricted, repetitive and stereotyped
patterns of behaviour, interests and
activities
Clinically significant impairment of social,
occupational, or other areas of function
No clinically significant delay in language
development
No clinically significant delay in cognitive
development or in development of ageappropriate self-help or adaptive skills
How do we develop appropriate
programming for the student with ASD?
How do we determine appropriate
student supports?
 How do we balance student needs
and the demands of the
curriculum?
 How do we ensure that
expectations are both high and
realistic?
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A Student Profile…
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is a summary of what the team knows
about a student
identifies priority learning needs
guides the team in determining
appropriate educational programming
options and developing the studentspecific plan
Gathering Information
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Parents provide a unique perspective on
their child’s development and learning
Students can share preferences and
perceptions of their learning strengths and
needs
Previous teachers and educational
assistants can provide information about
strategies (effective and ineffective)
Review records, reports from consultant
staff and outside agencies
Assess student in a variety of settings and
activities
Use the ASD Inventory – Appendix D
The Behaviour Trouble Shooting Guide
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ASD Handbook
Appendix C Pages 29-83
www.edu.gov.mb.ca/ks4/specedu/aut
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The Action
Possible Reasons
Strategies
www.edu.gov.mb.ca/ks4/specedu/aut
•
The ASD Handbook (PDF)
• Service Directory