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Providing Positive Inclusive Experiences for Individuals with Autism Spectrum Disorder Presented by: Rick Clemens, M.A

Basic Premise. It is imperative that children with a diagnosis of autism spectrum disorder have quality experiences in inclusive environments and positive interactions with neurotypical children of a similar age. . Research has long demonstrated the positive outcomes for children in school and new

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Providing Positive Inclusive Experiences for Individuals with Autism Spectrum Disorder Presented by: Rick Clemens, M.A

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    1. Providing Positive Inclusive Experiences for Individuals with Autism Spectrum Disorder Presented by: Rick Clemens, M.A. Director/Founder Inclusive Education and Community Partnership (IECP) www.IECP.us Pasadena, CA August 10, 2008

    2. Basic Premise It is imperative that children with a diagnosis of autism spectrum disorder have quality experiences in inclusive environments and positive interactions with neurotypical children of a similar age.

    3. Research has long demonstrated the positive outcomes for children in school and new research is demonstrating the positive outcomes of inclusive social programs. ScienceDaily (Jun. 26, 2007) — A meta-analysis of 55 published research studies reveals programs designed to teach social skills to children with autism are failing to meet their goals. The study, conducted at Indiana University, found that outcomes for social skills training were poor overall, but programs held in normal classroom settings were more likely to result in positive changes than programs held in other environments.

    4. Learning Outcomes Understanding of the importance of inclusion for children with ASD regardless of child’s ability/functioning level. Understanding of the importance of positive social interactions between children with ASD and their typically developing peers. Knowledge of the basic principles of effective programs for children with ASD in Inclusive school and community environments.

    5. Prerequisite General Understandings There is no “cookie cutter” approach to including children with ASD, but rather conceptual understandings and principles that should be applied in the analysis, development, and on-going evaluation of each child’s program. Children with ASD can learn incidentally and will model from their peers given the right learning environment and interventions. When this occurs, a world of learning becomes available to the child!!

    6. Environments Where Inclusion Can Occur: School…All Grade Levels!! Play Dates Community Activities (i.e. camp, sports, scouts) Community Associations (i.e. Church, Temple) Community Events (i.e. concerts, carnivals) Family Functions Work EVERYWHERE!!

    7. Slide Show

    8. Defining Inclusion

    12. Inclusion means you belong with your age appropriate peers and the adults in your world will provide the support you need to stay and learn with your friends. J. Montgomery

    13. The success or failure of inclusion does not depend on the characteristics of the child…. But rather on the vision, commitment, and creativity of families, service providers, and community members.

    14. Inclusion means BELONGING.

    16. Elements of Successful Inclusion Programs: Principles that Apply to School and Community Environments Planning and Preparation……… For children with autism, it is the planning and development of the intricate details of the program which success is dependent on.

    17. Elements of Successful Inclusion Programs: Principles that Apply to School and Community Environments (cont.) Planning and Preparation……… For the Adults For the Child For the Peers And of the Environment

    18. Elements of Successful Inclusion Programs: Principles that Apply to School and Community Environments (cont.) In terms of Planning for the adults, the 3 most important components are: Collaboration Collaboration Collaboration Collaboration between adults occurs before the child is included into the environment and ongoing while the child is in included in the environment

    19. Successful Collaboration Between Adults Includes: A team consisting of at a minimum the Leader of the inclusive environment (i.e. Teacher, coach, counselor, etc.), a Specialist in autism and inclusion, and the Parent. A review of the child (strengths challenges and needs), creation of goals for the environment, and the development of necessary strategies for success. Ongoing or cyclical assessment, development, implementation and evaluation Productive BRAINSTORMING!!!

    20. Elements of Successful Inclusion Programs: Principles that Apply to School and Community Environments (cont.) In regards to planning for the child the most important components are: Priming Observation Teaching

    21. Successful Priming of the Child Includes: Priming of the environment (visits, pictures/videos, discussion) Priming of the People (visits, pictures, discussion) Priming of the schedule (visits, visuals, discussion) Priming of the activities and materials (visits, concrete objects, discussion) All priming should include positive connections to the child’s past experiences

    22. Quality Observation Includes: Observation of the child in the environment in which they are included on a regular and ongoing basis Observation in the least obtrusive fashion possible Observation of the other children in the environment and the similarities and differences between their behavior/functioning/performance and that of the child with autism. The mere diagnosis of autism does not warrant more rigorous expectations of behavior for the child.

    23. Quality Teaching Includes: Teaching of the actual skills involved in the activity and/or related skills to maximize active participation in the activity/environment. Teaching occurs both during the activity as well as outside of the activity/environment (before and after)

    24. Elements of Successful Inclusion Programs: Principles that Apply to School and Community Environments (cont.) In regards to planning for the peers the most important components are: Education Education Education The more knowledgeable they are the more helpful they will be

    25. Peer Education or Ability Awareness Includes: An understanding that we all have unique strengths and challenges A discussion of the different members of the environment’s strengths and challenges An understanding of the child with autism’s strengths and challenges leading to an acceptance of the child as a person. An understanding of what they can do to assist each other with their challenges (team building and team responsibility) A more specific understanding of what they can do to assist the child with autism with their challenges (this should be checked and reviewed periodically). Remember that it truly does take a village!

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