http://www.ncpublicschools.org/ec/instructional/autism/
AU T I S M S P E CT R UM DI S OR D E RS
CONTACT :: Claire W. Greer, Consultant; 919-807-4036;
Email: cgreer@dpi.nc.gov
The Autism Spectrum Disorders Program serves as a resource to local education
agencies, including charter schools. The Consultant is available for telephone and onsite consultation regarding provision of appropriate services for students with autism.
One goal of the program is to provide training in a wide range of techniques and
methods that have been proven effective in the education of students with this
particular learning style.
Working with local school administrators to identify and train groups of regular and
special educators in schools is a key in meeting this goal. Creating local experts that
support the school-based teams is also a key.
Contact your local school districts Autism support staff member
LEA Autism Support Contact: _____________________________________
Evidence-Based Practices 2011
The Exceptional Children Division is committed to assisting each local educational
agency (LEA) in its efforts to provide training and ongoing support to school personnel
responsible for the education of students with autistic spectrum disorders (ASD).
Individuals with autism spectrum disorders require individually designed interventions
that meet their needs. In fact, no one intervention has been universally identified as
being effective for all children with ASD. It is important, however, that parents and
school professionals work together as a team to select empirically valid techniques
(National Research Council, 2001; Olley, 1999)
http://www.ncpublicschools.org/docs/ec/instructional/autism/evidence-based.pdf
Creating the Autism Map in Education
This presentation provides an overview of connections between research, educational
practice and needs so that we can better evaluate program effectiveness. It reviews the NCLB
requirement that educational programs be based on scientifically-based research. It outlines
the findings of the National Research Council regarding 'best practices' in educating students
with autism. It reviews Dr. Richard Simpson's critique of many of the most frequently used
methodologies. Last, it points to how we can connect needs and learning style features of a
ECAC is North Carolina’s Parent Training and Information Center
All of our services are free for families. www.ecac-parentcenter.org
1-800-962-6817
student to methodologies that would adequately address the needs. The primary purpose of
the presentation is to show that a variety of methods can incorporate and use the 'best
practice' guidelines. As Dr. Richard Simpson notes, it is "increasingly evident that there is no
single universally accepted method for all students ... with Autism Spectrum Disorder.
Accommodations for Students with Problems in Organization
Here you will find a list of possible accommodations for teachers and IEP teams to consider.
These accommodations are some of the strategies that have worked with visual learners,
learners with deficits in executive functioning, and learners with deficits in social interaction
and self-regulation of emotions. This document is divided into sections:
1.
2.
3.
4.
Transitions;
Classroom Design and Structure;
Presentation of Assignments, Instruction, and Testing;
In Case of Stress or Agitation. Refer first to the brief description at the top of each
section. This alerts the teacher to potential aspects of learning style that suggest a
need for the accommodations in that section. Then the teacher can review the
accommodations in that section to see what to try.
Pragmatic Language and the Standard Course of Study
Students with autism spectrum disorders often have significant difficulty with the pragmatic
use of language. The following document provides some clarification of what teaching staff
and related service personnel must address within the Standard Course of Study.
The Puzzle of Autism
The NEA has produced a new resource in collaboration with the Autism Society of America,
the American Speech-language-Hearing Association, and the National Association of School
Psychologist. This article is an informational guide for all education personnel who work with
students with Autism Spectrum Disorders. The guide explains common autistic characteristics
and suggests effective classroom strategies for improving the communication, sensory, social,
and behavioral skills of children who have autism.
Create Safety: Specific Methods for Preventing & Reducing Violence in Individuals
with Autism Spectrum Disorders.
A Cooperative training project between the Department of Public Instruction, (DPI), North
Carolina Justice Academy, TEACCH and the Autism Society of North Carolina for School
Resource Officers (SROs) and School Administrators.
Clarifications on the Disclosure of Personally Identifiable Information between
School Personnel and School Resource Officers
This document clarifies for LEA districts what the law does and does not allow when sharing
personally identifiable information about children with special needs with School Resource
Officers.
ECAC is North Carolina’s Parent Training and Information Center
All of our services are free for families. www.ecac-parentcenter.org
1-800-962-6817
Related Service Definitions:
Policies Governing Services for Children with Disabilities, NCDPI,2008
Speech Therapy NC 1500-2.4 (b) (12)
(12) Speech or language impairment means(i) A communication disorder, such as an impairment in fluency, articulation,
language, or voice/resonance that adversely affects a child's educational
performance.
(ii) Language may include function of language (pragmatic), the content of language
(Semantic), and the form of language (phonologic, morphologic, and syntactic
systems).
(iii) A speech or language impairment may result in a primary disability or it may be
secondary to other disabilities.
Policies Governing Services for Children with Disabilities, NCDPI, 2008, NC 1500-2.4
(b) (12))
SLP Services NC 1500-2.28 (c)(15)
(15) Speech-language pathology services includes-(i) Identification of children with speech or language impairments;
(ii) Diagnosis and appraisal of specific speech or language impairments;
(iii) Referral for medical or other professional attention necessary for the habilitation
of speech or language impairments;
(iv) Provision of speech and language services for the habilitation of communication
impairments, including form, content, and function of language; and
(v) Counseling and guidance of parents, children, and teachers regarding speech and
language impairments.
Policies Governing Services for Children with Disabilities, NCDPI, 2008, NC 1500-2.28
(c) (15)
Assistive technology NC 1501-2.3
(a) Each public agency must ensure that assistive technology devices or assistive
technology services, or both, are made available to a child with a disability if
required as a part of the child's(1) Special education;
(2) Related services; or
(3) Supplementary aids and services.
(b) On a case-by-case basis, the use of school purchased assistive technology devices
in a child's home or in other settings is required if the child's IEP Team determines
that the child needs access to those devices in order to receive FAPE.
Policies Governing Services for Children with Disabilities, NCDPI, 2008, NC 1501-2.3
ECAC is North Carolina’s Parent Training and Information Center
All of our services are free for families. www.ecac-parentcenter.org
1-800-962-6817
Physical Therapy: NC 1500-2.28 (c) (9)
(9) Physical therapy means a continuum of services provided by a licensed physical
therapist or a licensed and supervised physical therapy assistant. School-based
physical therapy services are provided to develop and maintain performance levels,
within an individual student’s physical capabilities, for independent and safe access
to educationally related activities. School based physical therapy is a related service,
and is provided only as required to assist a child to
benefit from special education.
Physical therapy services may include:
(i) Development and maintenance of student’s functional ability to participate in and
benefit from his/her special education program;
(ii) Modification and adaptation of the student’s physical environment;
(iii) Provision of training for school personnel;
(iv) Communication and/or education of the student’s teachers and family;
(v) Communication with state and community agencies; and
(vi) Involvement in total program planning for children with disabilities, including
transition planning.
Policies Governing Services for Children with Disabilities, NCDPI, 2008, NC 1500-2.28
(c) (9)
Physical education NC 1501-2.6
LEAs must comply with the following:
(a) General. Physical education services, specially designed if necessary, must be
made available to every child with a disability receiving FAPE unless the LEA enrolls
children without disabilities and does not provide physical education to children
without disabilities in the same grades.
(b) Regular physical education: Each child with a disability must be afforded the
opportunity to
participate in the regular physical education program available to nondisabled
children unless-(1) The child is enrolled full time in a separate facility; or
(2) The child needs specially designed physical education, as prescribed in the child's
IEP.
(c) Special physical education. If specially designed physical education is prescribed in
a child's IEP,the goals should be drafted and monitored by individuals knowledgeable
of the physical education curriculum. The LEA responsible for the education of the
child must provide the services directly or make arrangements for those services to be
provided through other public or private programs.
(d) Education in separate facilities. The LEA responsible for the education of a child
with a disability who is enrolled in a separate facility must ensure that the child
receives appropriate physical education services.
Policies Governing Services for Children with Disabilities, NCDPI, 2008, NC
1501-2.6
(Authority: 20 U.S.C. 1412(a)(5)(A); 34 CFR 300.108)
ECAC is North Carolina’s Parent Training and Information Center
All of our services are free for families. www.ecac-parentcenter.org
1-800-962-6817
Occupational Therapy: NC 1500-2.28 (c) (6)
Occupational therapy is a student-centered continuum of services provided by a
licensed occupational therapist or a licensed and supervised occupational therapy
assistant. Occupational therapy services assist a student to engage in meaningful
and/or necessary occupations that allow that student to participate in and benefit
from his or her educational program. These occupations may include student
role/interaction skills, learning academics and process skills, personal care, play and
recreation, written communication, and community integration and work.
Occupational therapy services may include:
(i) Screening, evaluation, intervention, and documentation;
(ii) Assistance with occupational performance when participation is impaired;
(iii) Modification of environments (both human and physical) and tasks, and selection,
design, and fabrication of assistive devices and other assistive technology to facilitate
development, promote the acquisition of functional skills and engagement in
meaningful occupations;
(iv) Integration of occupational therapy interventions into a student’s educational
program to assist the student in participation and acquisition of goals;
(v) Collaboration with appropriate individuals to meet student’s needs including
transition planning; and
(vi) Provision of education and information to families and school personnel to assist
with planning and problem solving.
Policies Governing Services for Children with Disabilities, NCDPI, 2008, NC 1500-2.28 (c) (6)
SENSORY INTEGRATION
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Sensory Integrative Dysfunction in Young Children
OT Edge (Sensory Integration)
SInetwork
The Alert Program - an innovative program that supports children, teachers,
parents, and therapists.
The Therapy Shoppe - products for therapy sessions (for information only; does
not imply endorsement)
ECAC
Exceptional Children’s Assistance Center
907 Barra Row, Suites 102/103
Davidson, NC 28036
704 892 1321
www.ecac-parentcenter.org
ECAC is North Carolina’s Parent Training and Information Center
All of our services are free for families. www.ecac-parentcenter.org
1-800-962-6817