`1.

2 Getting to know More

​The Forgotten History of Autism

Write one or two sentences in response

Silberman’s claim that we need “understanding teachers,

accommodating employers, supportive communities and, parents who
have faith in their children’s potential.”

Autism and the DSM-V

​ hapter 1 Evolution of Autism: From Kanner to the DSM-V (pp. 3–19).
C
The Handbook for Early Intervention. By Jonathan Tarbox, Dennis R.
Dixon, Peter Sturmey and Johnny L. Matson editors, Springer: New
York, NY 2014.

Kanner made the crucial observation that in- dividuals with autism differed from those with schizophrenia
in that they lack a period of nor- mal development prior to the onset of symptoms (Gallo 2010). This
observation is the reason that autism is categorized as a pervasive ​develop- mental ​disorder. Symptoms
of autism are present throughout early development and diagnosis is typically made in early childhood.
Further differ- entiation includes the concrete and reality-based thought process seen in autism. In
addition, hal- lucinations and delusions, which are the hallmark symptoms of schizophrenia, are often not
appre- ciable in individuals with autism.

Kanner provided the following observations which became his initial criteria for a diagnosis of autism :

Profound autistic withdrawa​l

Need for sameness

Excellent rote memory

Mutism or language that lacks communicative purpose

Tendency to be overstimulated

Skillful relationship with objects

Appearance of intelligence
Later made revisions: included extreme isolation, insistence on same- ness, and an onset prior to 2 years
of age

Compare and contrast the changes between an ASD diagnosis

according to the DSM-IV and the DSM-V. Use written notes or draw a
Venn diagram to show your work.

DSM-VI
Asperger’s disor- der and PDD
NOS have been excluded
SIMILARITIES
DSM-V
onset must be in early childhood
and the disorder must be severe
enough to impair functioning.

The requirement for speech

delay has been removed as a
specific require- ment

In addition, there is a new

diagnostic category in the new
version of the DSM, social
 commu- nication disorder,
Individuals who are diagnosed
with social com- munication
disorder must have difficulty with
the social aspects of both verbal
and nonverbal communication
and this must impair their ability
to be understood, causing
significant limitations in social
participation, academic
achievement, or occupational
performance.

Importance of getting an ASD Designation:

-Diagnosis provides a framework from which to access the literature and structure treatment based on
sound science
- Early diagno- sis, as we shall see, leads to improved outcomes in these individuals
-diagnosis of an ASD allows individuals to effectively access needed funds in order to finance
medications and medical services
-Individuals often find comfort in having a name given to the constellation of symptoms
-parents of individuals with ASD feel validated by a diagnosis which explains their child’s symptoms
without blaming them or their parenting.
-The diagnosis of ASD can be a gateway to much needed financial resources, social ser- vices, and
medical care.

Challenges of getting an ASD Designation:

-The stigma attached to mental illness, though often unintended, in- variably leads to stress through
discrimination in work, social, and academic settings
-The process of diagnosing an ASD is filled with variability and thus is prone to error. This variability exists
in the type of pro- vider, their education, their evaluative process, their use of standardized objective
measures, the weight of parent report and the role of patient observation in the diagnosis of ASD
-consistently changing criteria (85 % of those with PDD NOS did also not satisfy diagnostic criteria by the
new standards)
-without a diagnosis, students are no longer able to access many essential support services
Module 2: ASD Within the Classroom​.

2.1 Examining Social Stretches

Difficulty with social communication and social interaction is one of the key criteria in
diagnosing ASD. There is​ ​a range in the contexts and severity from person to person.

Chapter 3 “Assessment of Core Features of ASD” by Raphael Bernier from The

Handbook for Early Intervention - Jonathan Tarbox, Dennis R. Dixon, Peter Sturmey
and Johnny L. Matson editors, Springer: New York, NY 2014.
Record​ in your reflection journal behaviours of concern and make note of the ages
when they (or the lack thereof) become concerning.

the fundamental problem in these children was their “inability to relate themselves in the ordinary way to people and situations from
the beginning of life”

Pervasive Developmental Disorder, Not Otherwise Specified (PDDNOS) was also added at this time to account for children with
significant symptoms who did not meet full criteria for Autistic Disorder.

Given the wide heterogeneity of features in children and the significant variance in presentation of the three core deficits currently
implicated in ASD, making the diagnosis of ASD is particularly challenging. There is no one identifiable descriptor, genetic marker,
or biological feature that can definitively indicate the presence of an ASD. However, with increasing awareness of ASD in the media
and through the efforts of research and public agencies, a growing number of caregivers and providers are becoming more astute to
the indicators of ASD

Level 1 surveillance and screening

“surveillance” is the flexible and ongoing process of identifying children who could be at risk for developmental delays
“Sceening” is the use of standardized tools at specific time points to verify risk and define it further.

marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze, facial expression, body postures, and
gestures, to regulate social interaction; (b) failure to develop peer relationships appropriate to developmental level; (c) a lack of
spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by lack of showing, bringing or pointing
out objects of interest); and (d) lack of social or emotional reciprocity. Diagnostic criteria for ASD were generated over time by
research which indicated that children with ASD exhibit difficulties in specific social behaviors including eye gaze, social orienting,
joint attention, face perception, imitation, empathy, and social reciprocity. These key social features will be explored in the following
section

Behaviours of Concern Age when these behaviours become

concerning

Limited ability to anticipate being picked Birth-1 yr old

up, low frequency of looking at people,
little interest in interactive games, little
affection towards familiar people, content
to be alone

Abnormal eye contact, limited range of 1-3 yr old

 facial expressions, limited social
referencing, limited sharing of
affect/enjoyment, limited interest in other
children, limited social smile, limited
functional play, low frequence of looking
at people, limited motor imitation

receptive and expressive language, 0-6yr old

articulation, as well as fine motor, gross
motor, adaptive, and personal-social skills

2.1 Examining Social Stretches

Social Skills Interventions ​Social Skills for Children with Autism Spectrum
Disorder

The Communication Domain

Read pp. 75–79 in ​Chapter 3 “Assessment of Core Features of ASD”​ by
Raphael Bernier from The Handbook for Early Intervention - Jonathan
Tarbox, Dennis R. Dixon, Peter Sturmey and Johnny L. Matson editors,
Springer: New York, NY 2014.

Post​ to the discussion some of the communication challenges that might

be experienced by people with ASD.
Communication is a broad term that refers to the giving and receiving of information through spoken language and sounds, written
language, gestures, sign language, and body language

Impairment in communication can range from total lack of language, or an absence of an apparent desire to communicate, to
excessive or formal speech with poor reciprocal conversation abilities.

criteria for the communication impairment component of Autistic Disorder requires at least one of the following: (a) delay in, or total
lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of
communication such as gesture or mime); (b) in individuals with adequate speech, marked impairment in the ability to initiate or
sustain a conversation with others; (c) stereotyped and repetitive use of language or idiosyncratic language; and (d) lack of varied,
spontaneous make-believe play or social imitative play appropriate to developmental level.

Speech delays or language deficits, particularly difficulties with expressive language, are the most common concerns shared by
parents about children between age 1 and 5 years (Filipek et al. 1999). Other common communication concerns that parents report
include: difficulties with sharing needs, not pointing or using other common gestures such as waving, and regression in the use of
words (Filipek et al. 1999). Early communication deficits also include accompanying behaviors or difficulties with pragmatics such as
lack of appropriate gaze integrated with communication, lack of reciprocal (alternating to-and-fro pattern) vocalizations between child
and caregiver, lack of or decreased use of gestures to communicate wants and needs,

Some children also have difficulties with using correct pronouns or may use neologisms (a made up word) or literal idiosyncratic
phrases.

Children who have adequate speech may show communication deficits through impairment in initiating or sustaining conversations
with others or staying on topic of mutual interest

Regression of language, speech, or communication is another significant indicator of ASD. It is estimated that 25 to 30% of children
with ASD have exhibited language for some period of time but then stop, typically between 15 and 24 months of age

Other children may use toys or objects appropriately in a functional manner, but struggle with engaging in creative and imaginative
play such as having dolls or action figures interact as agents or pretending that a block is a cup. Very verbal children may create
fantasy worlds where certain topics become the center of their play and they struggle to play anything else

To capture the wide variety of possible communication deficits in ASD, multiple assessment procedures including observations,
parent report, questionnaires, standardized language assessments, and experimental methods can be utilized

As stressed previously, the evaluation of communication skills and deficits should ideally include a comprehensive, multidisciplinary
assessment that involves behavioral observations, parent report and interview, questionnaires completed by individuals familiar with
the child, and standardized instruments to assess abilities. Additionally, if there are red flags within the domain of communication, it
is especially important for the child to be evaluated by a speech and language therapist or pathologist and to undergo an
audiological evaluation if indicated

Based on Chapter 3 "Assessment of Core Features of ASD" some of the

communication challenges that may be experienced by people living with
ASD include the following:

-total lack of language/communication

-excessive speech

-formal speech

-poor reciprocal conversation abilities

-difficulty sharing needs

-not pointing/using common gestures

-regression of speech
-lack of of appropriate gaze integrated with communication

-difficulties using correct pronouns

-use of neologisms (made up words

-struggles with creative/imaginative play

-creating fantasy worlds, struggling to engage outside of these worlds

Below, I will elaborate further on two of these struggles, as well as

strategies to help students with ASD face these challenges:

Poor Reciprocal Conversation Abilities

Conversations typically involve participants who are able to attend to

others, process verbal and nonverbal information, access personal
knowledge about a topic, formulate an appropriate response, turn-taking,
the ability to stay on topic, etc. Many people with ASD struggle with one
or more of the above, often making reciprocal conversations a difficult
task. Difficulties may include dominating a conversation, responding to
the other person's questions or interests, being short and non engaging,
asking relevant questions to continue the conversation, and recognizing
the social intentions of the other person.

Strategies:

1) Visuals: Take pictures of experiences that your student has, and then
ask them to retell the story of this experience. Encourage various
conversational skills, and instill positive reinforcement where possible.
Model asking good questions about the student's experience, and
encourage them to ask questions about details that they may have
forgotten/missed.
2)​ Role Playing:​ Can provide opportunities and practice for a variety of
social communication abilities. Another common strategy is the use of
social stories: pre-written and practiced stories that provide structure and
predictability to social situations. Social stories provide a script that a
child can use to navigate certain social interactions (i.e. how to greet
others, how to respond to an invitation to play, what to do during teasing
or bullying).

Lack of Appropriate Gaze Integrated with Communication

Using eye contact is an important nonverbal communication behaviour

that most of us use automatically in social interactions, but can be
difficult for some people with ASD. "On the one hand, we know that eye
contact helps people communicate their interest and attention to a
conversation partner. It’s also important for communicating interest in
having a social interaction with someone. Often times, we need to
maintain eye contact in order to pick up and respond to important social
cues from other people. And of course, a failure to make eye contact can
be misconstrued by others as disinterest or inattention." Making eye
contact can often be stressful for people with ASD, causing them to be
agitated and distracted from the conversation at hand.

Strategies​:

1) Eliciting a Glance: You can do this by pausing before responding to a

person with ASD's question or statement, hopefully pushing them to look
your way. You should then follow up with a statement of positive
reinforcement like "I like the way you looked at me just now." This could
also be enough to maintain the eye contact, or to continue to build upon!

2) Visual Supports: This could be as simple as touching your eye during

a conversation, to remind the student to look at your eyes while they
listen to you speak/when they respond!
Resources:

Autism Speaks. (2015. July, 17th). Why is it hard for people with autism
to make eye contact?
https://www.autismspeaks.org/expert-opinion/why-it-so-hard-someone-a
utism-make-eye-contact

Mancini, Jim. (2013. May, 28th). Communication in Children with Autism

Spectrum Disorder Part 4. Seattle Children's Hospital.
https://theautismblog.seattlechildrens.org/communication-in-children-with
-autism-spectrum-disorder-part-4/

Tarbox, J., Dixon, D., Sturmey, P., & Matson, J. (2014). Handbook of
Early Intervention for Autism Spectrum Disorders: Research, Policy, and
Practice. Springer.
https://onq.queensu.ca/content/enforced/432095-CONT912002S20/Rea
dings/Handbook%20of%20Early%20Intervention%20for%20Autism%20
Spectrum_2014_CHAP%204__CONT912.pdf

Read ​Where Communication Breaks Down for People with Autism​ by

Lydia Densworth.

Identify an area of communication from the article that you are familiar
with. Create a draft form of an intervention (direct teaching/explicit
instruction) that would attempt to address the challenges.

Post​ your draft intervention to the discussion

Communication Challenge:​ Recognizing facial expressions/Non-verbal
communication behind facial expression

-not picking up on non-verbal social/emotional queues

-improper response to facial expression based on misinterpretation

-incorrect or over-exaggerated mimic of facial expression

Issue:​ Even minor mistakes can lead to “conversational breakdowns”

because any ambiguity can prompt a conversational partner to interrupt
for clarification, or lose interest or drop the dialogue.

__________________________________________________________
__________________________________________________________
_____________

Intervention Teaching/Instruction:

Opening: Explicit Explanation of Skill being Taught/Worked On

The opening of this lesson includes building background knowledge,

measuring previously mastered skills, and establishing a purpose for the
lesson.

Ex.) "Remember yesterday when we talked about using our facial

expressions to show how we are feeling, without saying how we are
feeling? Today we are going to build on that by practicing your ability to
identify how someone else might be feeling based on their facial
expression."

Body​:

Throughout the body of the lesson, the new skills and information are
delivered and practiced.
Ex.) "For this activity, I am going to start by showing you one picture at a
time. When I show you a picture, I want you to take a look at what the
person is doing with their face. Using the different facial expressions that
we talked about last week, I want you to try to tell me how you think this
person is feeling based on their facial expressions." Y​ ou are looking for
the student to correctly identify the emotion based on their facial
expression. If your student needs extra support, you could provide visual
supports such as cards with different emotions written on them, and/or
cards with different facial expressions written on them for your student to
reference back to. Model how to use these cards. Use positive
reinforcement/affirmations when required.

If the student succeeds in this, extend by offering one of the following

options:

"Okay, you have identified that this person is using a frown as a facial
expression to show that they are mad. Now I would like you to use your
facial expression to show me what you might look like if you are mad"
You are looking for students to mirror a frown on their own face. Correct
facial expression if necessary, and review what a frown looks like using
the cards mentioned above.​ U​ se positive reinforcement/affirmations
when required.

or

"Okay, you have identified that the person is using a frown as a facial
expression to show that they are mad. How do you think this person
might show that they are feeling the opposite of mad? How might they
change their facial expression?" Y​ ou are looking for the student to be
able to recall the opposite emotion of mad, and what facial expression
represents the opposite of that emotion. Encourage students to review
the cards mentioned above, and take time to review emotions and their
link to facial expression as needed. Use positive
reinforcement/affirmations when required.

Closing:​

Students have opportunities to review, reflect, and discuss next steps

Ex)

Review: "Lets review what facial expressions were used for each of the
emotions that you saw in the pictures that I showed you"

Reflect: "What did you find easy about this activity? What did you do
well? What do you think you need to continue working on"

Next Steps: "Tomorrow, we are going to continue to work on using

appropriate facial expression to convey feelings and emotions. We are
going to watch a video of two people having a conversation, and you are
going to watch and then tell me what kind of facial expressions the
characters are using and why they are using them"

__________________________________________________________
__________________________________________________________
_____________

Resources:

Austin, Christy., Braun, Gina., Ledbetter-Cho, Katherine. (2017).

Intensive Intervention Practice Guide: Explicit Instruction in Reading
Comprehension for Students with Autism Spectrum Disorder. National
Center for Leadership in Intensive Intervention.
https://files.eric.ed.gov/fulltext/ED578103.pdf

Denworth, Lydia. (2018, April 18th). Where communication breaks down

for people with autism. Spectrum.
https://www.spectrumnews.org/features/deep-dive/communication-break
s-people-autism/

Ontario Ministry of Education. (2007). Effective Educational Practices for

Students with Autism Spectrum Disorders: A Resource
​ ttp://www.edu.gov.on.ca/eng/general/elemsec/speced/autismSpe
Guide.h
cDis.pdf

2.2 Other Ways of Communication

Read one​ of the following articles:

Toward Functional Augmentative and Alternative Communication for Students
with Autism​ by Pat Mirenda
Words Say Little About Cognitive Abilities in Autism​ by Nicholette Zeliadt
Nearly half of children with autism who speak few or no words have cognitive skills that far exceed their verbal abilities, according to the largest
study of so-called ‘minimally verbal’ children with autism to date. . . also reveals that the number of children with autism classified as minimally
verbal depends on the test used to identify these children.

Two of these tests — the Autism Diagnostic Observation Schedule (ADOS) and the Autism Diagnostic Interview-Revised — classify children as

minimally verbal if they use only single words or simple phrases such as ‘want juice.’ The other three tests use various criteria. One classifies

children as minimally verbal if they rely primarily on gestures and single words to communicate. Another puts children in that category if they

don’t use phrases or sentences at all. The third uses a vocabulary of 25 or fewer words as its benchmark.

Next​, view Episode 1 of:

Speechless with Carly Fleischmann​.
Think about your experience with non-verbal people. What augmented and
alternative communication do they use? If you have the opportunity, observe
how other people behave around non-verbal people—do they talk “around”
them? Do they include them in the conversation?
- alternative communication tools that i’ve seen: iPads, sign language
 - I have seen some students communicate more around people that they
are more comfortable and familiar with, although I have never seen
someone who is non verbal communicate as well as Fleischmann

2.3: Examining Interests and Repetitive Behaviour

Restricted interests and repetitive behaviours are a third defining feature for
diagnosing people with ASD. There may be differing views concerning
restricted interests and repetitive behaviours.
79–86 in ​Chapter 3 “Assessment of Core Features of ASD” by Raphael
Bernier from The Handbook for Early Intervention - Jonathan Tarbox, Dennis
R. Dixon, Peter Sturmey and Johnny L. Matson editors, Springer: New York,
NY 2014.
Repetitive and restrictive interests and behaviors encompass qualitative deficits in a variety of behaviors such as repetitive or
stereotyped movements, inflexible routines, intense interests, or preoccupation with parts of object

The DSM-IV-R (APA 2000) diagnostic criteria for the restricted, repetitive, and stereotyped behaviors, interests, and activities
component of Autistic Disorder requires at least one of the following: (a) encompassing preoccupation with one or more stereotyped
and restricted patterns of interest that is abnormal either in its intensity or focus; (b) apparently inflexible adherence to specific,
nonfunctional routines or rituals; (c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or
complex whole-body movements); (d) persistent preoccupation with parts of objects.

Restrictive interests involve topics, items, or hobbies that a child might be particularly enamored with or have intense interest in
learning about such as mechanical (e.g., fixing tires or vacuum cleaners) or cognitive themes (e.g., train schedules, dinosaurs, video
games). Some children may ask the same question repeatedly or share information about their interests regardless of the interests
of or responses given by others

Preoccupations with parts of objects and sensory interests also fall under this domain. Examples include chewing on chords or
strings, lining up toys in a particular way or pattern, spinning wheels on toys, or watching ceiling fans spin around and around. Some
children may collect things or objects for no particular purpose. Others may engage in repetitive actions such as opening or closing
doors or turning light switches on and off. Repetitive touching, sniffing, or mouthing of objects may also occur

Inflexibility and rigidity may include adhering to certain routines in home and school environments. Many children are preoccupied
with sameness and keeping their everyday routine consistent with little change. Some children engage in mealtime, dressing, or
bedtime rituals that are abnormal in their intensity. Significant resistance to change is also common for some children with ASD.
Tantrums or refusals to do an activity are not uncommon reactions to transitions or changes in routines.

Odd repetitive motions otherwise known as stereotypies may include arm flapping, hand clapping, or finger flicking. Some children
may spin in circles, rock back and forth, run aimlessly, or walk on their toes.

Although the assessment of the social and communication domains of ASD is challenging, the assessment of repetitive and
restrictive behaviors can be more complicated for a number of reasons. First, repetitive and restricted behaviors are often common
in a variety of disorders other than ASD, including, obsessive compulsive disorder, Tourette’s syndrome, and various mood and
anxiety disorders
Additional studies are needed to identify and evaluate RRBs in young children. Second, RRBs may not always occur every day or
be observable in short clinical or research sessions. Third, RRBs are varied, on a continuum from mild to severe, and may not
manifest in the same way for each child, making RRBs particularly difficult to assess. Additionally, RRBs are often not stable over
time and may change in type or frequency

Under the Table - The Importance of Presuming

Competence

Post on the discussion your reactions to this video—have

you had similar experiences? How have you used
students’ interests to build connections
Yet again I will start with, what an amazing video! Not only is Shelley
hilarious in the delivery of her message, but she is so powerful in
addressing the common issue of people assuming things about
exceptional learners! As a new teacher, I have no problem admitting that
I have had students with deficits in my classrooms and thought to
myself: how is this class serving this student? Shouldn't we be focusing
on life skills rather than ELA skills?

My assumption above was turned on its head by a student in an english

10 class, who had ASD. This student presented very low in terms of
grade level reading comprehension, inferencing, writing processes, etc.,
and struggled socially. When I first met this student, I was puzzled as to
how he was going to make it through the semester successfully even
with a heavily adapted course load. He was often not able to keep up
with the work, and required intense 1-1 support to complete most tasks.
Interestingly enough, however, this student was incredibly passionate
about the theatre and had recently been casted as the lead in the school
production of Chicago! I was totally enamoured by this, and had to go
talk to the theatre teacher to learn more. This teacher informed me that
this student was a natural on stage! Not only that, but the student could
memorize and present lines faster than anyone he had ever seen! Mind
you, I am not sure that he was fully comprehending the lines that he was
assigned, but he could deliver them with passion and meaning with
direction from his teacher! After this conversation, I slowly started asking
this student about his play, and we began to form a bond that was more
than just a connection in terms of english 10. He would deliver lines to
me, show me videos about his character, and I even printed and
laminated a Chicago poster for him to put up in class!

When COVID-19 hit, the learning of all of my students was interrupted,

and especially impacted students like this one who had exceptional
learning needs. I decided to leave some of the content for the course
behind, and focused more on competencies through student
interest/passions! I worked with each student to design a project for
them to complete largely based on their interests! For some, this was to
design a blog focusing on a topic of their choice. For others, this was to
embark on a novel study from one of their favourite genres. Additionally,
some students took on inquiry projects! For this student in particular, I
worked with his learning team to create a project that allowed the
student to write a play of their own! They had to go through the planning
and prewriting processes, as well as complete edits and drafts based on
feedback through a google doc. The student could not wait to submit
their drafts to me, as well as tell me all about their characters and plot
twists during our weekly zoom meetings! This student thrived in the
COVID era of learning, at a time where they might not have if I was not
flexible in the teaching that I was doing, and if I had not built such a
strong relationship with this student based on their strengths and
interests!
2.4: Other Stretches
Read​ ​Some of the Cognitive Characteristics in The Autism Spectrum​ at Understanding
Minds.

Create a three-column chart in your reflection journal. In the left column place the six
cognitive characteristics noted in the article—Theory of Mind, Cognitive Inflexibility, Fact
vs. Fiction, Specialist vs. Generalist, Concept vs. Detail, Literal vs. Figurative. In middle
column place the name of someone who might represent that characteristic. In the right
column note suggestions for possible accommodations to avoid difficulties.

There seems to be controversy about whether autism is a disorder of development and therefore represents a
bunch of abnormal characteristics or whether it is a separate cognitive phenotype that represents a different way of
communicating and interacting with the world.

Cognitive Characteristics Person Representing the Potential

Characteristic Accommodations

Theory of Mind Roan -role play

they lack the ability to -visual queues/reminders
recognise social situations and
what is going on in those -modelling
situations, what the appropriate -explicit instruction
responses to people might be,
and the awareness of why
people respond to their
behaviour in certain ways.

Cognitive Inflexibility Trevor -concrete sequential

Some people have difficulty teaching
being flexible and creative in
their thinking. They tend to -chucking complex ideas
develop one method of doing and concepts
things and they stick to it even -literal/real life examples
when it doesn’t always result in
success.

Fact vs Fiction Trevor -literal/real life examples,

They may not see the point in reasons for completing
reading about or discussing
fictitious material. assignments/learning
about a certain subject
-fact based reading
material

Specialist vs Generalist Roan -provide opportunities for

many individuals with autism, Trevor inquiry projects/passion
are more specialised in their
orientation. The trick in the based learning
classroom is that it is a place
built for generalists. The
specialist is disadvantaged until
they can leave school and focus
attention on their specialty.

Concept vs Detail Roan

Concepts help us cut through
detail and to focus on the big
picture. They also help as a
way of subsuming a whole
bunch of details under a single
idea. Other people find it hard
to learn concepts. These people
might be described as not
being able to “​see the trees for
the wood​”. They focus on detail
at the expense of the big
picture. They tend to learn
detail without understanding
how the details are related
(i.e., part of a concept). They
may also dogmatically apply a
rule or concept to situations
incorrectly because they don’t
truly understand the rule. That
is, it affects their reasoning.

Literal vs Figurative Roan -pictures/visuals

Individuals with autism -notes in
interpret language literally.
They can have great difficulty advance/frontloading
with figurative language (e.g., -simplified
“​he was as red as a beetroot”; instructions/outcome
“the grass was singed to the
colour of gold”)​ and with
drawing inferences when
reading or listening. Hence,
they are oriented towards
factual texts that inevitably
contain little ‘flowery’ language
or need to develop
sophisticated inferences.

Opportunities for Support

Read ​Autism in Motion: Could Motor Problems Trigger Social Ones​ by Nicholette
Zeliadt.

For many years, educators have been encouraged to focus on evidence-based

intervention. However, it is also important to consider​ ​the practical applications and
what works best for each student. Based on this article, what are some ways a PE class
could be adapted for students such as Macey? Are there other ways (e.g., through the
use of buddies, mentors) that could further the potential?

Post​ your response to this article and these questions in the discussion.

About 80 percent of people with autism ​have some sort of movement problem​, ranging from clumsiness or a mechanical style of
walking to more profound difficulties. . . those who carry certain rare mutations strongly linked to autism ​are more likely to have
motor problems​. This suggests that some motor problems in people with autism have genetic underpinnings.

Despite their prevalence, movement problems are not considered a core feature of autism — that is, they are not required for an
autism diagnosis.

Because motor problems often emerge in infancy, well before other features of autism, some researchers are pursuing a
provocative idea: Movement problems might be one source of the social difficulties in people with autism. The theory goes like
this: Children who have trouble exploring their environments miss out on opportunities for social interactions, making it difficult
for them to learn communication and social skills. Later on in childhood, their clumsiness prevents them from participating in
group activities, worsening their social problems.

Before reading this article, I had no idea how common it was for students living with autism to also face some sort of mobility issue
(in my professional experience, I have not directly witnessed this in my students living with ASD). My heart broke for Macey, who so
clearly wanted to be included in physical activities that were just out of her reach. While I sympathize with her mother
wholeheartedly, I couldn’t help but start to think of the different ways in which accommodations could be made for Macey to
participate more fully in physical activities at school. Having never taught PE before, this was an interesting issue for me to research
and consider!

Potential PE Adaptations/Modifications for Exceptional Learners with Physical Needs:

1) Eliminate time limits/slow the pace of the activity (Make the goal to complete the task to the best of one’s ability, rather
than completing the task the fastest. This removes a lot of pressure that many students with physical needs may feel to
move quickly, and potentially hurt themselves as a result)
2) Modify the purpose of the activity (The goal of throwing the basketball into the hoop might be out of reach, but dribbling
the ball 5 times in a row might be more attainable)
3) If throwing something, use a variety of density objects/use lighter equipment (Lighter objects will be easier to handle for
some students with mobility and dexterity concerns)
4) Be conscious/remove any physical barriers (Avoid potential obstacles that might unintentionally knock a student off
balance or cause a fall)
5) Use different body parts (Instead of kicking a ball when it comes to them, a student might be able to hit it with their arm)
6) One to one support to physically move limbs/complete the task (students can be paired up with a peer, mentor, or teacher
who can physically assist them in completing the task at hand)

https://www.brighthubeducation.com/special-ed-physical-disabilities/49396-adaptive-physical-education-modifications-for-children/
https://blog.schoolspecialty.com/make-physical-education-class-inclusive/
https://www.pecentral.org/adapted/adaptedactivities.html

Sensory Dysfunction and Self Regulation

Read two​ of the following articles:

Timing is Key to Understanding Sensory, Social Issues in Autism​ by Mark Wallace

Talking Sense: What Sensory Processing Disorder Says About Autism​ by Sarah Deweerdt
Some children are highly sensitive to sound, sight or touch, whereas others seem almost numb. Exploring the differences may offer
insights into autism.

sensory processing disorder (SPD), a condition that includes people who are overly sensitive to what they feel and see and hear,
but also those who are undersensitive, and still others who have trouble integrating information from multiple senses at once. SPD is
not an official diagnosis. It isn’t included in the newest edition of the “Diagnostic and Statistical Manual of Mental Disorders”
(DSM-5).

​ ave sensory
Children with the clinical label SPD also have a lot in common with children diagnosed with autism, up to 90 percent of whom also h
difficulties.​

tends to hum to himself either when it’s too quiet or to drown out noise

Studying people who have sensory problems with or without an autism diagnosis could help these children and provide insight into the
relationship between sensory problems and the core social and communication problems seen in autism.

Still, many child psychiatrists do not see SPD as a distinct diagnostic label. They say the symptoms are too diverse and there’s too much
uncertainty about what SPD is and how to distinguish it from other conditions such as autism, attention deficit hyperactivity disorder (ADHD) or
anxiety

Another study showed that the parasympathetic nervous system, which slows the heart rate and breathing, is l​ ess active in people with sensory
processing​ problems than it is in controls.

The most compelling evidence that SPD has a distinct neurological basis comes from a 2013 study that found that boys with SPD have a​ typical

r​
white matter(​ long nerve fibers) connecting regions related to sensory processing. . . b​ ain connections are altered in girls with SPD as well, and
the more severe a child’s difficulties with processing sound, the more ​pronounced his or her white-matter alterations.​ . . children with autism
show ​dampened parasympathetic nervous system activity​ similar to that seen in children who’ve been described as having SPD. And children
with autism, just like those with SPD, have abnormalities in ​white-matter pathways involved in processing sensations​.

There are also differences between sensory problems in autism, SPD and other conditions, and these are only beginning to be mapped out.
Children with autism have d​ isruptions in brain connectivity​ along social and emotional pathways, whereas those pathways are intact in children
with SPD alone. Children with SPD tend to h ​ ave more problems with touch than do those with autism​, whereas children with autism s​ truggle
more with sound processing.​ This may explain why language and communication problems are characteristic of autism.

Does My Child Have Sensory Processing Disorder?​ at Autism Awreness Centre Inc.

The Debate Over Sensory Processing​ by Beth Arky

What is accepted in the wider clinical community is that many children do have unusual and sometimes problematic sensory
responses, including most of those kids who are eventually diagnosed with autism.

On the one hand, it’s clear that identifying sensory issues and working with an OT help many children become calmer and better
regulated. By tuning in to a child’s particular sensory profile, they can find ways to help kids cope and bring them more balance. . .
On the other hand, it’s not clear how much benefit children get from the techniques and whether it’s possible to generalize enough
from the behavior of individual kids to consider it a coherent disorder.

Consider the OTs’ claim that kids hug other kids excessively because they are seeking deep pressure. It’s an interesting theory, he
says, but “there are other equally feasible hypotheses, such as if a child is impulsive, has autism, is inattentive to social cues, has
trouble internalizing verbal social rules, has seen modeling of inappropriate behavior, or lacks a s​ ense of social boundaries​.”

Consider people you know (including yourself) who display sensitivities to things like sound,
smells, temperature, seams in socks, tags in clothing.

In recent years many schools in BC have been using the work of ​Stuart Shanker​ and ​Leyton
Schnellert​, among others, to create classrooms and learning activities that promote
self-regulation and self-regulated learning. This work is very serendipitous to plans for
supporting students with ASD.
Record​ your thinking in your reflection journal. What are some of the environmental adaptations
that could be made to overcome these challenges? Consider this work and others as you
prepare your portfolio/website/handbook resource for the final culminating project.

Sensory Issue Environmental Content Delivery

Accomodation Accomodation Accomodation

Overstimulated by -preferential seating in -speech to text software -lectures and

sound school settings away --allow the student to instructions recorded
from distracting sounds listen to music to stay for student
-eliminate unnecessary regulated and focused -give advance warning
background noise when working of loud noises (such as
-isolation headphones bells)
-alternate, quite setting -repeat instructions 1:1
-close the door

Understimulated by -preferential seating in -allow the student to -gain attention before

sound school settings listen to music to stay giving instruction
regulated and focused -repeat instructions 1:1
when working

Touch -remove any clutter -reduce the

front the room, requirement for
particularly in isles and handwriting (sub with fill
movement paths in the blank, typing, or
-alternate seating speech to text options)
options (exercise ball or -allow for extra time
stand up desk) -offer pencil grips
-use of fidgets
-provide weighted
materials to self sooth

Smells

Temperature -temperature controlled

setting

Bright lights -place filters on -avoid activities that

fluorescent lights require a lot of visual
-light dimmers where scanning
possible -avoid visually cluttered
-seated facing away materials for
from any windows assignments
-reduce visual
information on page

Universal -keep a daily routine that does not change as much as possible
Accommodations -brain breaks
-use of visual reminders, schedules, expectations, etc.
-quiet space to work when needed
 -provide quiet and chill spaces where students can go to decompress
-prepare for transitions ahead of time

https://www.teachingvisuallyimpaired.com/accommodations--modifications.html
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accomm
odations-for-sensory-processing-issues
http://wsascd.org/downloads/annual_conference/Sensory_Accomm_for_the_Classroom.pdf

Module 3: Individual Programming

The more you know about a student, the greater the chances of success
when programming for them. It can be challenging to arrive at a clear
understanding of who a person with ASD is using only conventional
methods. Along with conventional methods, there are also other
strategies for learning about your student with ASD.

In this module you will have the opportunity to

● examine tools for establishing an understanding of students with

ASD
● create a student profile
● Explore practices for supporting students with ASD

3.1 Functional Behaviour Assessment

Functional Behaviour Assessment (FBA) involves observing and
considering the person with ASD in different environments to come to a
greater understanding of what is happening for that person. It uses a
variety of techniques to try to understand the reasons for various
behaviours across different environments.

Essentially, it consists of

● defining the problematic behaviour(s)

 ● collecting, comparing and analyzing information
● hypothesizing reasons for the behaviour(s)
● developing a plan

As part of an FBA, (or at any time data is being collected around

problematic behaviour) an ABC Chart can be used to collect information
about:

the​ Antecedent ​(what happens before the action or reaction),

the​ Behaviour​ (the problematic action or reaction) and,

the ​Consequence ​(what happens immediately following the action or

reaction). Here’s an example: ​How to Take Great ABC Data​.

Read​ ​Functional Behaviour Assessment​ by Gavin Cosgrave.

Consider the quote at the start of the article. Is this a widely held belief at your school? If
not, who are some of the people you could enlist to expand this view?

Research​ at least three other texts including videos, podcasts and magazines.
Consider: What are you taking away from this research that is useful? How does this
research compare to the practice and procedures in your school and/or district? How
can you reconcile any differences?
Record​ your answers in your reflection journal

"People do not engage in self-injury [or] aggression...solely

because they have...developmental disabilities. There is logic to
their behaviour, and functional assessment is an attempt to
understand that logic"
- O’Neill, Horner, Albin, Sprague, Storey, and Newton (1997, p. 8)
Although there are different methods for carrying out functional assessments, they all have the same goal: to identify the function of
a challenging behaviour so an intervention can be put in place to reduce this behaviour and/or increase more adaptive behaviours.

There are three specific functional assessment methods: (a) Direct Observation, (b) Informant Methods, and (c) Functional Analysis.

1. Direct Observation

For direct observational methods, an observer would watch the client engage in activities within their natural environment. When the
challenging behaviour occurs, the observer would record what happened just before it, what happened just after it and also take
notes on what they perceive to be the potential cause of the behaviour. This method is used to develop a hypothesis about the
function of the behaviour.

2. Informant Methods

The informant method involves interviews and questionnaires that can be completed by the client, their parents, staff members,
teachers etc. These interviews would be used to identify what is happening before the behaviour occurs and then what happens
after the behaviour. Just like direct observation, this method is also used to develop a hypothesis for the function of the behaviour.

3. Functional Analysis

This method is called functional analysis and involves practitioners deliberately changing what happens before and/or after the
behaviour in an effort to test what might be causing the behaviour.
Unlike the other two methods that are used to create a hypothesis, this method is used to actually test the hypothesis and is the only
method that can truly predict when the behaviour will occur.

Both direct observation and informant methods are "descriptive assessments" because they describe what is happening before and
after the challenging behaviour.

A functional analysis can do this because it is an "experimental assessment" that manipulates what happens before and/or after the
challenging behaviour while continuously recording data to see which manipulation leads to the highest frequency of the behaviour.

all behaviours have a function​.

Research:

1)​https://www.youtube.com/watch?v=sMTtIc6zEpM

What is a FBA? A process that identifies behaviours that are directly interfering with the child’s educational process

FBA is completed when behaviour/emotional concern is interfering with the academic process of a child, behaviour is escalating

Why is an FBA necessary?

1- Find specific behaviour that is causing academic progress to decrease/decline

2-Part of creating a Behaviour Intervention plan

3-Helps parents and teachers focus on positive outcomes

4- Builds a relationship

What goes in to a FBA (steps):

1) Identify severity of behaviour

2) A path is decided for assessment (less severe- observations, verbal prompts, written plan to change behaviour) (more
severe-define target/key behavior, collection of data, hypothesis, interventions, evaluating plan to make sure it is effective)
3) Understanding how the FBA fits into a behaviour intervention plan?
4) Create behaviour intervention plan tailored to child’s need

https://www.youtube.com/watch?v=Sxf9GPH5A-8​ Functional Behaviour Analysis: Conducting an ABC

A=what was happening in the class before the behaviour occurs (teacher provides direction to whole class, offers assistance, what
time: 9:04am)
B= Noncompliance (not beginning task that was assigned)= target behaviour,
C= teacher redirects student

https://www.youtube.com/watch?v=UVKb_BXEp5U​ ABC Chart and Model

A-Antecedent (what happens before)
B- Behaviour (disruptive action)
C- Consequence (what directly follows the behaviour)

Designed to identify why a behavior occurs, what the triggers are, and how to create a behaviour intervention plan
-important to pay attention to the environment of the student**
chart=a way to record information in a meaningful way
-date+time important
-more information, the better
Positive Behaviour Support (PBS)
Thinking back to your KWL Chart and your experience with functional behaviour
assessment and the related positive behaviour support, explore the ​PBIS World
website. Bookmark this website for later use in Module 4—Adaptations.

If you are unfamiliar with the discussion of Tier 1, Tier 2, Tier 3, you may want to read
Understanding Response to Intervention​.

RTI aims to identify struggling students early on and give them the support they need to be successful in school.

Tier 1: Universal Intervention

All students are taught using methods that research has shown to be effective.

Tier 2: Targeted Intervention

If your child isn’t making adequate progress in Tier 1, he’ll start to receive more targeted help. This is in addition to the regular
classroom instruction, not a replacement for it. Tier 2 interventions take place a few times a week during electives or enrichment
activities such as music or art so your child won’t miss any core instruction in the classroom.

Tier 3: Intensive Interventions

If your child needs Tier 3 support, it will be tailored to his needs. Every day he’ll receive one-on-one instruction or work in very small
groups. The groups may include some students who are receiving special education services and who need to work on the same
skills.

There are a few other key things to keep in mind about the relationship between RTI and special education:

RTI can’t be used to reduce your child’s workload. That kind of modification may be used for some special education
students, but it shouldn’t be used for general education students.

Just because your child is getting extra help through the RTI process doesn’t mean you have to wait to ​request a special
education evaluation.​ You have the right to ask for that at any time. The federal Department of Education has stated very
clearly that RTI cannot be used to delay or deny an evaluation.[3]

As part of the evaluation, the school can gather information from the RTI process, such as screening, progress monitoring
and instructional adequacy data. But the school still needs to follow the time frame of completing an initial evaluation
within 60 days of receiving your consen

Through the lens of the redesigned curriculum, examine your understanding of what
supports are authentically being incorporated into classroom practice, how these
supports can potentially benefit many students, and what continues to be needed to
provide the support necessary, particularly for students who are not neurotypical.
Record​ your thoughts in your reflection journal. You may initiate a discussion on the
discussion. If that would be helpful in processing your thoughts.
Supports being incorporated How support can potentially benefit
authentically into classroom practice students
Tier 1: Universal
Brain breaks/walks Students are able to move around if
necessary to de-escalate, stretch their
legs, refocus, etc.
Provide space for student belongings in Students have all the materials that they
the classroom need in your space, eliminates many
executive functioning
challenges/disruptions in having to return
to lockers
Visual Schedule Students are able to see the block
rotation, weekly events, lunch schedule
etc (whole school), and then class
specific where possible
Tier 2: Targeted
Behaviour Contracts Behaviour contracts explicitly outline
expected behaviours, as well as
consequences for students who struggle
to recognize them intrinsically.
Eliminates any chance of arguing, simply
follow the contract.
Classroom Management Support Clear expectations and consequences,
followed with reward when earned, can
help students recognize desirable
behaviours and adhere to them
Tier 3: Intensive
What continues to be needed to provide
the supports necessary, particularly for
students who are not neurotypical
Teachers need to be able to monitor
these breaks, and pay attention to any
signs that they may actually be
disruptive to student behaviour. The
school also needs to provide supervision
of alls/bathrooms/etc, and specific quiet
spaces need to be provided for
neurotypical students to go to
Teacher needs to emphasis that
students need to leave their belongings
in the room, follow up with family/suport
team, school needs to provide space
and $$ for this
Someone needs to be responsible for
updating the school wide schedule,
classroom teachers need to remain
consistent in updating class schedules in
a timely maner
Must have support from admin, learning
team, home, etc.
Must have support from admin, must
have a valuable reward to entice student
compliance
3.2 Student Profile
While some provinces may use a document specifically called a student profile, this has
often not been the case in BC. The student profile is considered when programming, but
arguably it has not always been fully utilized. For example, users of ​MyEducationBC​ will
find that the student profile consists of six small boxes on page one or two of the
individual education plan (IEP). More inclusive practice means knowing more about
students.

Examining the Student File

With a particular student in mind, take some time and review this student’s file. Or,
alternatively, think back to a time when you last examined a student’s file. What
evidence exists here that can tell you about this student’s life—make notes of some of
these documents and the evidence they provide.

If your role in the education system does not involve student files, please use the
Discussion​ to ask your colleagues for assistance in building your understanding. It is
possible the student file system differs from school district to school district, so hearing
from multiple perspectives will be helpful.

Create a template to help organize information for when you need to examine a
student’s file. Alternatively, create a template that highlights the information you might
be seeking about a student.

3.3 Interventions and Support Services

Print
Because of the diversity and, sometimes, the complexity of the diagnosis among people
with autism spectrum disorder, understanding the various interventions can be difficult.
Being aware of the interventions a student experiences outside of school is an important
part of understanding who they are. Additionally, assisting in interventions within the
school is part of the role of those helping the student with ASD reach their full potential.

Evidence Based
It is important to follow evidence-based practices when participating in interventions for autism
spectrum disorder because they are scientifically valid. Interventions must also be well-suited for
the student and should have a clear procedure to follow.

This article contains a comprehensive list of a variety of evidence-based practices:

What are Evidence-Based Practices?

An evidence-based practice is an instructional/intervention procedure or set of procedures for which researchers have provided an
acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD

Choose two or three of these practices and do some additional research on what they might
look like when working with students you know of who have ASD.

Post your findings about these evidence-based practices on the discussion.

Respond to the experiences of at least two other colleagues.

3.4 Funding and Other Supports

The British Columbia government provides funding for families toward
eligible autism intervention services and therapies. There are two types
of funding: children under the age of 6 and a reduced amount for
children aged 6 to 18 years. The amount is reduced for older children
because the government recognizes the funding it pays to school
districts for each child with autism.

Given the range of services a person, particularly a child, with autism receives, it’s
helpful to know about the financial support the provincial government provides to
families and the stipulations that are attached to this funding. Information can be found
here:

Autism Funding
The Under Age 6 program provides families with access to $22,000/year
Ages 6-18 program provides families with access to $6,000/year

A Parent’s Handbook: Your Guide to Autism Programs

Services and Supports for Children and Youth with Special Needs and Their Families In addition to the autism programs described
on pages 10-15, MCFD provides a range of programs for children and youth with special needs and their families. These include: •
Aboriginal Infant Development Program • Aboriginal Supported Child Development • At Home Program (medical and respite) •
Community Brain Injury Program • Early Intervention Therapies • Infant Development Program • Key Worker and Parent Support •
Nursing Support Services • Provincial Outreach and Professional Supports • Provincial Services for the Deaf and Hard of Hearing •
School-Aged Therapies • Supported Child Development

The value you find in this information depends largely on your role within the school
system. These documents might be useful resources to provide to parents at some
future date.

Record ​your thoughts about the information in these documents in your reflection
journal. Were you aware of the level of funding the provincial government provides to
families of children with ASD? In your experience, do all families access the services
this funding provides for?

Module 4: ASD and the BC Redesigned Curriculum

The British Columbia redesigned curriculum is intended to be learner centred and
flexible. It respects the ways students think, learn and grow. Its focus on personalized
learning is student centred and place based. As a result, the curriculum is now more
accessible to most learners.

In this module you will have the opportunity to

● expand understanding and practice of universal design for learning (UDL)

● consider Core Competencies and Curricular Competencies in relation to
 programming for students with ASD
● explore the potential of competency based individual education plans (IEP)

Universal Design for Learning (UDL)

Watch ​Transforming Inclusive Education SSHRC Story Tellers​ by Shelley Moore.
-diversity not reflected in classroom

-developmental delays are segregated

-bowling: shoot for the difficult pins rather than the easiest, or the most (ball=lesson, pins=kids) In order to knock down the most pins
in one shot, you have to aim for the pins that are the hardest to hit

-supports that we design for struggling learners are actually the supports that a lot of kids need

-change our aim

Universal design originated in architecture but has also played an important role in
education for more than 10 years. The BC Ministry of Education website ​Universal
Design for Learning​ contains important information that you may find useful for future
reference.

Consider the different aspects of everyday life where access is made available to
everyone. Alternatively, think of areas with barriers.
Barriers= high level academic classrooms

Record​ your thinking around universal design and accessibility in your reflection
journal.

UDL and Adaptations

Adaptations were previously discussed in Module 2. They’re discussed again here to
connect them to universal design for learning. Some useful information can be found in
the BC Ministry’s ​A Guide to Adaptations and Modifications​ (2009).

In your reflection journal, ​create​ a three-column chart, noting

1. what is outdated and no longer useful about this document, including specific
practices
2. what you found useful about this document for your current context
 3. what you are still wondering about

Outdated Information/Practices Useful Information Ongoing Wonders

“Many students ​with special needs and
significant learning challenges will be
able to achieve the learning outcomes
for subjects or courses with no or minor
adaptations. Some may be able to
achieve the learning outcomes of some
subjects or courses with adaptations. A
small proportion will need to work on
individualized outcomes, goals different
than the curriculum; this is referred to as
modification.”
For students with special needs,
adaptations that are used for tests and
exams must be included in their IEPs in
order for them to be considered for
adaptations to the ​provincial exam
conditions (adjudication).
Although decisions about modifications
to a student’s courses or subjects may
take place in grades earlier than Grade
10, a formal decision that an overall
program is modified does not need to
occur until Grade 10. T
Adaptations do not represent unfair
advantages to students. In fact, the
opposite could be true. If appropriate
adaptations are not used, students could
be unfairly penalized for having learning
differences, creating serious negative
impacts to their achievement and
self-concept.
Adaptations include, but are not limited
to: • audio tapes, electronic texts, or a
peer helper to assist with assigned
readings • access to a computer for
written assignments (e.g. use of word
prediction software, spell-checker, idea
generator) • alternatives to written
assignments to demonstrate knowledge
and understanding • advance
organizers/graphic organizers to assist
with following classroom presentations •
extended time to complete assignments
or tests • support to develop and practice
study skills; for example, in a learning
assistance block • use of computer
software which provides text to
speech/speech to text capabilities •
pre-teaching key vocabulary or
concepts; multiple exposure to materials
• working on provincial learning
outcomes from a lower grade level
Can schools create some sort of ongoing
collaborative document that supports this
(for all students, not just those with
IEPs)::
“Best practice in teaching suggests that
a record of successful adaptations for
any student should be kept within a
student’s file to both document current
practice and support future instructional
needs”
How do we balance the distinction
between an adaptation and modification
for students who sit on a very thin line
between the two, and how does this
impact their overall programming? If a
student is only below grade level/being
modified in one subject, does that impact
their entire graduation program?

Modifications should be considered for

those students whose special needs are
such that they are unable to access the
curriculum (i.e., students with limited
awareness of their surroundings,
students with fragile mental/physical
health, students medically and
cognitively/multiply challenged.) Using
the strategy of modifications for students
not identified as special needs should be
a rare practice.

4.2 IEPs and Core Competencies

The general idea of an IEP is likely familiar to most people within the
education system. Historically, most students with a designation also
had an IEP that set out specific learning goals and objectives. Practices
around the administration of these IEPs vary from district to district and
even from school to school. The redesigned curriculum is shifting the
way IEPs function. Introduction of the Core Competencies is a new area
of focus for IEPs as is the focus on Curricular Competencies.

https://blogsomemoore.files.wordpress.com/2016/10/iep-framework.pdf

Post​ a 100-word paragraph about your school district’s procedures for

the creation, storage, data collection and assessment information for
IEPs. If relevant to your role, also include your district’s current
guidelines around the use of SMART goals or objectives. If your role
does not include IEPs, just state that in your post and interact in the
Discussion by posing any questions or comments you may have.

Administrators, teachers, students, parents or guardians, and other

outside agencies work together to assist students to reach their
maximum level of competency in all program areas. For students with
learning needs, this is often through the creation of an IEP. This process
typically begins with a referall request from a parent or guardian,
teacher, councillor, administrator, outside professional, etc. A case
manager will collect data about a student from all of the above parties,
as well as various professional testing documents based on the
student’s needs. Students will be designated or not designated based on
these findings, and the Ministry Checklist that can be found on the
districts website will be completed to apply for any applicable funding.
The IEP will be created and distributed to all those involved through an
IEP meeting, and be followed up on twice per year. IEPs can be found
digitally on MyEd, as well as hard copies on each school site as needed.
In my classroom role I do not write IEPs, but I know that my district has
moved to a more competency based system that focuses on student
ownership/leadership and strength-based “I can” learning goals.

The redesigned curriculum also necessitated a change in the structure and purpose of
IEPs. Shelley Moore’s website ​blogsomemoore​ is a good resource for the new IEPs.

View​ the draft ​BC Ministry of Education Competency IEP ​from Spring 2018.

Read​ the note under the Individual Education Plan in the ​Programs, Resources &
Guidelines for Inclusive Education​.
School Districts/Independent School Authorities have the autonomy to develop their own IEP template or choose the SMART Goal
Template, or Competency Based IEP Template found on ​MyEducation BC​. Specific templates are not mandated as long as the
goals used have measurable outcomes.

If this is an unfamiliar format, or if any of this language seems unfamiliar, take some
time to consider what these changes mean for students with ASD.

Record​ your thinking in your reflection journal for later reference, including what stands
out for you. How is this different from your current practice? What will this look like
moving forward?
I have not written actual IEPs before, but I will absolutely stick to a competency based structure in the future, and advocate for
student ownership of the IEP process as much as possible.

The Ministry of Education has requested that students carry out self-assessments of
Core Competencies. This can be viewed in ​Supporting the Self-Assessment and
Reporting of Core Competencies​.

If your role involves younger students, you might find the resources at the ​Provincial
Outreach Program for the Early Years​ useful.

Surrey Schools provides a template on ​Self-Assessment of Core Competencies​. This is

an additional ​CBIEP template​ from My Education BC.

Consider the students you know with ASD. Is self-reflection a skill that they currently
possess? Given what you now know about ASD, how would you go about designing a
self-assessment tool? Would it be helpful to choose a particular Core Competency to
target?

Record ​your thinking and any learning activities you create in your reflection journal.

-edit current self assessment tool

 - more visuals

-simplify terminology “did I?”

- provide examples of possible ways to demonstrate competency

Academic Adaptations and Interventions

The Ministry of Education has mandated that students be educated among their peers.
There is research to prove inclusion benefits all learners. An interesting discussion can
be found in the ​Inclusive Education (K–12) Policy​ on the Inclusion BC website.
that all children have the right to be educated in regular classrooms with appropriate levels of support

that all individuals are entitled to the services and supports required to ensure their full participation in our society

that each person can determine their own needs and make their own decisions, and when necessary, must receive the support to
do so

that services and supports must be delivered in a way that respects an individual’s diverse history, culture, race, religion and sexual
orientation

Explore Shelley Moore’s website ​blogsomemoore​.

Core Competency Self Assesment

https://blogsomemoore.files.wordpress.com/2016/10/bc-core-competencies-supported-s
elf-assessment.pdf

Thinking back to the previous discussions around adaptations and modifications as well
as your experience with individual or small group interventions in reading, writing and/or
mathematics

-what has your previous practice/knowledge been around IEP goals in academic areas?
Particularly involving reading, writing and mathematics?
-simple, achievable

-created collaboratively by learning team

-some student involvement

What about other curricular areas?

What has been your experience around a student with ASD participating in the regular
curriculum but with necessary supports?
-some success with students, not as much with others
-success depends on the students, and the level of support they are allocated

-often, not enough support is allocated to a student

-teachers are stretched thin, unable to provide all essential support

Is this easier in some subject areas than others?

-easier in electives

-easier in classrooms with less designations

-easier with smaller numbers

-easier with EA

-easier with supporting case manager/learning services team

Record​ your thinking for future reference​.