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Comprehensive Program for Students with ASD/VI: Key Components and Strategies

This program outlines essential components and effective strategies for educating students with Autism Spectrum Disorder and Visual Impairment. It covers areas such as communication, social skills, adaptive behaviors, and self-advocacy, integrating assistive technology and visual efficiency skills. Critical lifelong goals focus on independence and self-management, while assessment tools help build individual student profiles. The program emphasizes generalization, individualized instruction, and evidence-based interventions, aligning with national standards for effective education of children with ASD/VI.

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Comprehensive Program for Students with ASD/VI: Key Components and Strategies

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  1. Essential Components of a Program of Instruction for Every Student with ASDVI

  2. VI ASD NT ASDVI

  3. Expanded Core Curriculum for Blind/VI • Compensatory or functional academic skills, including communication modes • Orientation and mobility • Social interaction skills • Independent living skills • Recreation and leisure skills • Career education • Use of assistive technology • Visual efficiency skills • Self determination

  4. ASD Expanded Core Curriculum • Engagement • Communication – expressive, receptive, nonverbal • Play, Social Skills • Sensory and Motor Skills • Adaptive Behavior • Challenging Behaviors • Organization Skills “Educating Children with Autism”

  5. Engagement Communication – expressive, receptive, nonverbal Play, Social Skills (including Recreation and Leisure) Adaptive Skills Organization Skills Orientation and Mobility (include sensory and motor skills) Career and Life Education Self Advocacy **Use of Assistive Technology and Visual Efficiency Skills to be considered for all above areas… EXPANDED CORE ASDVI

  6. Critical Lifelong Goals • To tolerate people and value interactions (interdependence/cooperation) • To communicate intentionally and effectively • To organize information and learn meanings/purposes (words, events, routines) • To tolerate change and accept new experiences • To be independent of constant verbal direction • To self-monitor and manage stress

  7. Assessment: To Build a Picture of the Child So that Everyone Understands…

  8. Be ready to answer the following as a result of your assessment: How does the individual interact/interface with the environment? Are interactions (skills) generalized?

  9. Building the Individual Student Profile: • How does the individual respond to sensory information? • How does the individual communicate? (receptive, expressive, nonverbal) • How does the individual play? • How does the individual interact with others? • How does the individual respond to change under a variety of conditions? • How does the individual learn new information? • How does the individual perform skills expected for his/her age? • Develop plan for completing a task? • What are the individual interests and strengths? • What is the individual’s primary learning medium?

  10. “ Critical Skills “Learning to Learn” Skills Assessment Where? When? Under what conditions? Generalized? • Attending • Waiting • Response to instructions • Learning from prompts • Persistence • Staying on task • Observational learning • Asking questions • Asking for assistance

  11. Essential Components of Effective Program Development for Learners with an ASDVI

  12. Generalization: Activities and Opportunities Comprehensive Program of Instruction: Address sensory and biological needs Provide appropriate reinforcement Opportunities to communicate and functional communication systems • 4) Concrete supports to assist with participation and understanding • Address task demands • Systematic, planful instruction • Data driven decision making • Appropriate level of instruction Assessment: Understand and Use “Picture of the Child” as the Foundation

  13. Evidence-Based Interventions National Standards Report National Professional Development Center http://autismpdc.fpg.unc.edu/ • http://www.nationalautismcenter.org/pdf/NAC%20Standards%20Report.pdf

  14. Purposeful Movement/O&M CAPS

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