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Adapting Methods, Delivery of Instruction, and Content to Address the Needs of Individuals with Autism Spectrum Disorders
Compiled by Sue Baker, Autism Services Consultant 2000 The I.E.P. is the heart of special education. The IEP, according to IDEA ’97, suggests three functions. The following list addresses the function that the IEP is a program of specially designed instruction crafted to meet the unique needs of the eligible student with a disability, in this situation autism or a related disorder. IDEA 97 defines specially designed instruction and the Iowa Administrative Rules of Special Education February 2000 have mirrored that definition:
This listing does not address the other functions of the IEP as a process for planning nor the outcomes and decisions made through collaborative planning between educational agencies and parents. The latter functions of the IEP might help articulate which of the specific programming needs below is most appropriate and reasonably calculated to confer benefit for the individual. Data collected on child progress should support any solution focused planning decisions regarding initiating one of these components versus another or when emphasizing or revising these components. Members of the Autism Resource Teams in all the AEA’s in Iowa brainstormed the possible methods, delivery of instruction, and content that might come into play for individuals known to have autism or any of the autism spectrum disorders (including Pervasive Developmental Disorders, Asperger’s Disorder). This listing is not in any particular order. This listing did not differentiate program priorities, which would differ, based on the individual’s age and functioning. Not all of the components listed would apply to an individual at one specific time. These are considerations in the delivery of specialized instructional programs for individuals with the needs as described in the educational description of autism. Please consult Iowa’s Best Practice Documents in Assessment and Intervention, as well as the Early Childhood Supplement for further information. Methods
Delivery Options
a. object, picture, line drawing, and/or word schedule options 5. Decrease noisy environment 6. Recognize behavior communicates and provide new language instruction 7. Intensity issues: full day programming for young children 8. Duration of services needs discussion for each individual 9. Program delivery utilizes individual’s strengths 10. Utilize individual’s special interests 11. Varied staff providing instruction (across place, person, materials) to generalize information 12. Focus on use of skills 13. Ratio of interaction for instruction includes 1:1, small group, larger groups 14. Pace of instruction can be important 15. Sensory component- or sensory rewards included in curriculum 16. Parent support and involvement in education, visioning, etc. 17. Systematic teaching (task analysis, errorless learning, descriptive feedback) 18. Inclusive programming in regular education with appropriate accommodations/modifications 19. Interactive with materials and people 20. Short bursts of instruction initially for very young children 21. Provide instruction in small space 22. Adult redirects behavior 23. Creative manipulative materials 24. Multi-sensory approach 25. Functional approach to life skills, behavior, and routines 26. Music therapy or singing instructions/routines 27. Community interactions 28. Computer assisted instruction (drill and practice, problem solving, etc.) 29. Concrete presentation 30. Pairing vocabulary down, focusing on important information 31. Mentoring by peers; social network such as Circle of Friends 32. Work in pairs or buddy system 33. Reverse integration opportunities 34. Sign Language, visual supports or other augmentative communication 35. Color contrasts for boundaries accentuate important information Content
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