Mr. Richard Peterson
Tips For Teaching Students with High Functioning Autism
Tips For Teaching High Functioning
People with Autism
By Susan Moreno and Carol O'Neal
This paper was reprinted with permission of Susan Moreno on the O.A.S.I.S. (Online Asperger's Syndrome Information and Support)
These students seem to have either the neatest or the messiest desks or lockers in the school. The one with the messiest desk will need your help in frequent cleanups of the desk or locker so that he can find things. Simply remember that he is probably not making a conscious choice to be messy. He is most likely incapable of this organizational task without specific training. Attempt to train him in organizational skills using small, specific steps.
Try requesting that he write down the question or argumentative statement. Then write down your reply. This usually begins to calm him down and stops the repetitive activity. If that doesn't work, write down his repetitive question or argument and ask him to write down a logical reply (perhaps one he things you would make). This distracts from the escalating verbal aspect of the situation and may give him a more socially acceptable way of expressing frustration or
anxiety. Another alternative is role-playing the repetitive argument or question with you taking his part and having him answer you as he thinks you might.
Differences Between High School and College: IDEA vs. ADA
Education is a right under IDEA and must be provided in an appropriate environment to all individuals.
Education is not a right. Students must meet admission criteria defined under ADA as "otherwise qualified".
School district is responsible to identify a student's disability.
Students must self-identify.
School district provides free testing, evaluation, and transportation to program.
Student must provide current and appropriate documentation as defined by the college. If documentation from high school is not adequate, student pays for additional testing and transport to program.
Transition planning and timelines exist to clarify students' vision, identify programming choices and coordinate appropriate coursework options.
Students make all coursework selections.
School district develops IEP to define educational supports and services under special education.
No IEP/special education in college.
IEP Team (including student) determines IEP supports and services that will be provided.
Student is responsible to contact faculty and advocate for services.*
Access to general curriculum, necessary modifications, and a variety of appropriate accommodations are available.
No fundamental alterations to the curriculum are made. Academic accommodations and modifications are available based on student's documented disability.
Personal services for medical or physical disability are required.
No personal services are required.**
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