Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011

1. The Basics of Autism Spectrum DisordersTraining Series Regional Autism Advisory Council of Southwest Ohio (RAAC-SWO) RAAC Training Committee 2011

2. Training Series Modules Module One: Autism Defined, Autism Prevalence and Primary Characteristics Module Two: Physical Characteristics of Autism Module Three: Cognition and Learning in Autism Module Four: Getting the Student Ready to Learn Module Five: Structuring the Classroom Environment Module Six: Using Reinforcement in the Classroom

3. Training Series Modules Module Seven: Autism and Sensory Differences Module Eight: Sensory in the Classroom Module Nine: Communication and Autism Module Ten: Communication in the Classroom Module Eleven: Behavior Challenges and Autism Module Twelve: Understanding Behavior in Students with Autism

4. Training Series Modules Module Thirteen: Social Skills in the School Environment Module Fourteen: Functional Behavior Assessment Module Fifteen: Working Together as a Team Module Sixteen: Autism and Leisure Skills to Teach Module Seventeen: Special Issues of Adolescence Module Eighteen: Safety and Autism Module Nineteen: Special Issues: High School, Transition, and Job Readiness

5. Training Series Modules • Module Twenty: Asperger Syndrome: Managing and Organizing the Environment • Module Twenty-One: Asperger Syndrome: Addressing Social Skills

6. Big Idea In order to successfully teach and support students with specialized learning needs, you must first have strong teams that work well together.

7. TeamsMembers Parents General Education Teacher Child Principal OT School Psychologist Paraprofessionals Speech Pathologist PT Intervention Specialist Bus Driver Consultants

8. Team Models Within schools, there are many different ways that teams look and ways that they work. These are called models. It is important to know how your school team works and how to work best within that team. All models have advantages. Some have some disadvantages. Here are three models that are often seen: Multidisciplinary Interdisciplinary Transdisciplinary

9. Multidisciplinary Model Individual specialist works with child, no interaction with other team members. OT Educator SLP PT Student

10. Multidisciplinary Team Model

11. Interdisciplinary Model Individual specialist works with child, interaction occurs at meetings, but not in delivery of service. OT Educator SLP PT Meet Student

12. Interdisciplinary Team Model

13. Transdisciplinary Model Each specialist interacts with other specialists to provide services. Some are consultants, others are direct services. Student OT Family PT Paraeducator SLP Educator

14. Transdisciplinary Team Model

15. The IEP* Team(*Individualized Education Plan) • The IEP Team plans and gives oversight to the educational planning for students who qualify for special education services. • Eligibility for special education services is guided by federal law – IDEIA. • This law also determines how services are provided and who can provide these services. • IDEIA also describes who participates in the student’s planning.

16. IEP Team Membership • The parents of the child. • At least one general education teacher of the student, if the child is, or may be, participating in the general education classroom. • At least one special education teacher of the student, or, if appropriate, at least one special education provider of the child. (This could be a para-professional.) • A representative of the school district. • School related service professionals providing services. • A person who has knowledge of assessment results, often a school psychologist. • The student, if appropriate, especially age 14 and older. • A parent advocate, when invited by the family.

17. Team Communication • Make sure that you are clear about your role with the student in all school environments. • Actively work with your teacher – ask questions, and understand the terms that he/she uses. • Communicate clearly and often with your supervising teacher. Share ideas and perspectives. • Ask for assistance when in doubt about a task. • Think about your talents and interests – share them with the team and offer ideas about how they can be utilized in the classroom.

18. Role of the Paraprofessional in the Classroom • Paraprofessionals, or educational assistants are important members of the education team. • When assigned to a teacher or a classroom (special or general education) to assist students with special needs, it is crucial that paraprofessionals are viewed as support for all students, not just one student. • This allows the teacher to take ownership and responsibility for every student in the class. • It also allows all students in the classroom to receive extra instruction and support.

19. Paraprofessional Roles in the Classroom • Lead small group instruction designed by the teacher • Gather materials. • Take data, as described by the school team • Provide assistance for personal care and other physical needs. • Assist students to complete directions by the teacher. • Facilitate interactions between students. • Adapt lessons under the teacher’s guidance. • Perform other tasks in the classroom that promotes instructional or social goals.

20. Roles that Paraprofessionals Cannot Do • Write programs without supervision of certified personnel. • Create new, alternative instruction without direction from the teacher or other certified personnel. • Take complete responsibility for any student.

21. Big Idea Research tells us that “one on one support” for a student does not promote long-term success for student learning and independence.

22. One on One Student Support When supporting a student in the classroom, it is important for the paraprofessional to ask the following questions while assisting the student: “Is this something a classmate, buddy, or peer tutor could be doing rather than me? Can this student be successful with less assistance overall?”

23. Big Idea The ultimate goal of the paraprofessional is to put themselves out of a job with that student.

24. Ethical Considerations • Always use person first language. (i.e. Johnny is a student with autism not an autistic student.) • Never refer to the student by his special education label (i.e. You know, Johnny is autistic.) • Practice confidentiality, in all environments – do not discuss child with anyone, other than supervising teacher ,and do not speak of a student in the presence of that student or other students. • Respect the dignity and self-worth of all students. • Speak up when you think a student’s rights are being violated. • Only communicate progress or concerns to parents with the permission of the teacher/team. • Be an adult role model for your students at all times.