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 only “high functioning” students with ASD.
I send a folder of alternate work with the student to the general education class.
I show up at the IEP with already prepared goals/objectives based on my program.
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 suggest that “specials” would be the best place to allow integration opportunities.
I indicate the student “can’t handle” the general education environment.
I refer to the students by their disability area (e.g. the kid with ASD) rather than their name.
I do not attend the building staff meetings since it doesn’t apply to my classroom.
I suggest that every student with ASD needs a sensory diet (or any preferred intervention).
I refer to the special education students as “my” kids.
I hand select general education teachers for the students with ASD.
I use disability-first language (e.g. the autistic kid).
I suggest that the student is “not ready” for the general education environment.
I suggest that the student needs a paraprofessional before considering other supports.
I have said that “this” student doesn’t belong in the general education environment.
I talk in special education jargon.
I have all the special education students eat at one lunch table.
I talk to other staff about the student with ASD in front of the student.
I describe students with ASD using words like manipulative, lazy, controlling, etc.
START IEP Development and Implementation Module edited 8-10-10
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 ALL students regarding of perceived “functioning.”
I will not send a folder of alternate work with students to the general education class.
I will show up at the IEP with the data needed to develop goals/objectives as a team.
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 suggest that content courses would be the best for integration opportunities.
I will discuss skills that suggest students CAN handle the general education environment.
I will not refer to students by their disability area but rather by their name.
I will attend the building staff meetings.
I will suggest and focus on any / all practices / interventions that may benefit the student.
I will refer to the special education students as “students in my class”.
I will give all general education teachers an opportunity to educate students with ASD.
I will use child-first language (e.g. the child with ASD).
I will suggest that all students with ASD should have opportunities in general education
regardless of perceived “readiness.”
I will not suggest that the student needs a paraprofessional before considering other supports.
I will never say that “this” student doesn’t belong in the general education environment.
I will not talk in special education jargon, but rather will use common language.
I will have special education students eat with general education students.
I will always include the student with ASD when talking to other staff about the student.
I will not describe students with ASD using words like manipulative, lazy, controlling, etc.
START IEP Development and Implementation Module edited 8-10-10