Information & Guide to Childhood ASD:
Autism Spectrum Disorder
A resource for parents, educators & children
Education & Programming
There is general consensus that children with autism do best in a setting with the ability to implement the following:
-
A child’s IEP (Individualized Education Program / an individualized curriculum)
-
Functional goals
-
Focus on multi-domain functioning (e.g., language, cognitive, social)
-
A structured predictable schedule of daily routines
-
Collaboration with parents
-
Training and support for parents Interdisciplinary team work (including parents)
Early Childhood Programming criteria need to include:
-
Understanding of the disorder
-
Support, training, and consultation for all teacher
-
Readiness to accept and include the child
-
Appropriate modifications in the environment and physical setting
-
Adaptation of curriculum and use of material
-
Extra time for planning, preparing, and collaborating
-
Readiness to collaborate with related therapists (Ex. special education teacher, speech therapist)
Planning Implementation in the Inclusionary Setting
The ecological model proposed by Thurman & Widerstrom (1990) is a useful classroom guide. It builds on Bronfenbrenner’s earlier work (1979) and highlights the concept of adaptive fit, also known as goodness of fit, by suggesting an assessment in which the teacher considers the following factors:
-
The child’s behavior (different, delayed, and/or deviant) in the specific setting
-
The child’s functional level and competence
-
The child’s tolerance for the context and expectations
-
The adult’s level of tolerance for differences
Attitudes about inclusion, access to specialists and collaborative planning, and curriculum are important factors influencing the success of inclusion. In addition, research has indicated that staffing, class size, number of children with disabilities, and the nature and quality of a child’s disability are significant factors in successful programs.
