Autism Spectrum Disorder The Role Of The Individualized Education Program Team
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Autism Spectrum Disorder: The Role of the Individualized Education Program Team
Overview
Autism Spectrum Disorder (ASD) is the fastest-growing diagnosis among Pervasive Developmental Disorders, affecting children across all socioeconomic, cultural, and ethnic groups. With more students being identified, ASD is becoming increasingly prevalent in schools and communities. The Autism Society of America estimates the annual cost of educating and caring for individuals with ASD to be around $90 billion. Early diagnosis and intervention can significantly reduce these costs.
Understanding Autism Spectrum Disorder
ASD falls under the umbrella of Pervasive Developmental Disorders, which also includes:
1. Asperger’s Syndrome
2. Childhood Disintegrative Disorder
3. Rett Syndrome
4. Pervasive Developmental Disorder - Not Otherwise Specified
Key Characteristics of ASD:
- Neurodevelopmental Impact: ASD affects brain development, leading to unique learning and behavior traits.
- Biological Basis: A genetic/biological cause leads to organic changes affecting cognitive and social development.
- Varied Manifestations: Each individual with ASD is unique in their experiences and challenges.
- Parenting Misconceptions: ASD is not caused by poor parenting.
- Sensory and Emotional Regulation: Individuals may struggle to integrate sensory information and regulate emotions.
Diagnostic Criteria
ASD is diagnosed based on deficits in five areas:
1. Communication
2. Socialization
3. Restricted Interests
4. Sensory Integration
5. Behavior
Symptoms often include lack of eye contact, joint attention, and atypical sensory/motor processing.
Educational Goals for Students with ASD
General education teachers must set goals that enhance independent living, academic skills, and social behaviors. These should be introduced early and reviewed annually in the Individualized Education Program (IEP) to prevent future challenges in independence, academics, or employment.
Role of the IEP Team
1. Goal Development: Establish goals promoting self-monitoring and independence.
2. Long-term Supports: Identify supports for academic, social, and economic independence.
3. Skill Instruction: Explicitly instruct students in essential social skills necessary for post-secondary settings.
4. Practice Opportunities: Provide varied contexts for skills practice, ensuring students gain essential social and daily living skills.
Transition Planning
Transition goals may include:
- Vocational and career exploration, helping students discover careers or majors that suit their unique abilities.
- Opportunities to develop work-related skills needed for successful employment or education transitions.
Ensuring students with ASD can integrate responsibly into the community remains a top priority.
Source: Autism Society of America
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