Beliefs / Behaviors that PREVENT Integrated Opportunities
In creating change, those working with students with ASD must examine their own behavior.
Our behavior is a powerful communication tool about how we perceive and support students
with ASD. To begin, honestly mark the items that apply to your belief system or behavior:
CHECK
I use activities that are inappropriate for the age of the student (chronological age).
I teach content areas in a self-contained environment with lower expectations / content.
I integrate and offer employment / independent living opportunities to only “high functioning”
students with ASD. I don’t even consider it for those who are more highly challenged.
I send alternate work or activities with students when they are participating in integrated
environments.
I show up at the IEP meeting with already prepared PLAAFP statments, goals/objectives,
transition services, etc.
I spend most of the IEP time reviewing standardized test scores.
I tell others how difficult it is to teach the students with ASD on my caseload / in my class.
I refer to students with ASD by “high” or “low” functioning.
I blame parents for their child’s problems by talking about what they are / are not doing.
I have used the term “unemployable” to describe a student with ASD.
I indicate the student “can’t handle” or is “not ready” for integrated opportunities.
I refer to the students by their disability area (e.g. the autistic one) rather than by their name.
I refer to the special education students as “my” kids.
I hand select general education teachers for the students with ASD.
I suggest that the student needs a paraprofessional or other adult supports before considering
supports that would allow the student to be independent.
I have said that “this” student doesn’t belong in integrated environments.
I talk in special education jargon.
I have all the special education students eat at one lunch table, work in an enclave together,
engage in extra-curricular activities together, etc..
I talk to other staff about the student with ASD in front of the student.
I describe students with ASD using words like manipulative, unmotivated, lazy, controlling,
etc.
START BYF IEP Development and Implementation Module edited 4-12
Beliefs / Behaviors that PROMOTE Integrated Opportunities
In creating change, those working with students with ASD must examine actively work to
make changes in our behaviors. Check THREE of the following you commit to changing:
CHECK
I will use activities that are appropriate for the age of the student (chronological age).
I will support the teaching of content areas in general environments with high expectations.
I will support integrating and offer further education, employment, and independent living
opportunities for ALL students regardless of perceived “functioning.”
I will have students participate in the same activities, work tasks, etc. that ALL students are
doing in the integrated environments.
I will show up at the IEP meeting with the data needed to develop, as a team, an appropriate
and effective PLAAFP statement, vision, goals/objectives, transition services, etc.
I will review standardized scores relative to the general education environment / curriculum.
I tell others how rewarding it is to teach the students with ASD on my caseload / in my class.
I will not refer to students with ASD by “high” or “low” functioning.
I will not spend my time talking about what parents are / are not doing.
I will focus on contributions to employment that every student with ASD can make rather than
use the term “unemployable.”
I will focus on the conditions that a student is most successful in integrated environments and
ensure they are provided rather than say the student is “not ready.”
I will refer to students by their name rather than by their disability area.
I will refer to the special education students as “students in my class” or “on my caseload”.
I will give all general education teachers an opportunity to educate students with ASD.
I will use person-first language (e.g. Student with ASD not ASD student).
I will ensure supports that allow students to be independent (e.g. visual schedules, checklists,
etc.) are in place rather than focus on adult supports such as a paraprofessional.
I will focus on ensuring integrated opportunities for all students regardless of perceived
competence.
I will not talk in special education jargon, but rather will use common language.
I will always include the student with ASD when talking to other staff about the student.
I will describe students by their needs (e.g. has limited language skills) and their contributions
(e.g. is very organized) rather than using words like unmotivated, lazy, slow, etc.
START BYF IEP Development and Implementation Module edited 4-12