According to federal special education law IDEA, they are to provide ANY thing the child needs for support.
The schools always say they dont' have this and that, but what the parents don't know is that if a child needs it, and the school doesn't have it , the school is to GET IT, END OF STORY.
It all depends what areas that child is delayed in for instance my son who is five was diagnosed with PDD-NOS he will be in regular kindergarten next year coming from a special day class. He will however still receive speech because that is still an area of concern for him. I also will watch his progress closely in a mainstreamed class to make sure he is able to keep up and not get left behind. So it depends on the child because all children are different and all the special needs are different.What type of support can schools offer to students diagnosed with high functioning autism?
My son is 7 and PDD.NOS. He is in a full-inclusion first grade. He is identified as special ed. and his classification is developmental delay. He currently is receiving ESY (extended school year). He has a bx plan, gets sticker reinforcers for staying on task, he gets 1:1 help with math and reading. He has a point card that he can cash in. He has preteaching, a picture schedule, is prewarned about any changes in the schedule (firedrill) He is on grade level, state tests also on grade level. He has untimed tests, prompts, scribing, 1:1 for tests, computer work, highlighted paper, weighted pencil, grotto pencil grip, slantboard, deep pressure, social skills training (on the IEP) done 1X wk/30 min by speech therapist
Speech/language therapy for pragmatics, semantics, expressive/receptive language delays %26amp; executive function, and theory of mind
Occupational therapy for fine %26amp; gross motor skills (dysgraphia is often an issue) %26amp;motor planning
Special services for dyscalculia
Sensory integration therapy for sensory disfunction issues like sensitivity to touch, noise, light, taste or smell
Social skills training for friendship skills, social rules, age appropriate topics, turn taking, sharing, etc.What type of support can schools offer to students diagnosed with high functioning autism?
The support offered to high-functioning autistic students varies greatly. It truly depends on what each student needs to be successful. If they do not need academic supports to learn, but still have social skills issues, the school will provide a social skills group, usually through the speech therapist, to help him/her practice appropriate behaviors. Many others need additional supports throughout their day in order to be successful. Often these are access to an adult during transitions, extended testing time, directions read/reworded, access to a word processor, use of a grammar/spell check device, use of graphic organizers and picture schedules, and testing adminstered with minimal distractions.
There is no clear cut answer here, just that students should be provided that which helps them realize their potential.
It really does depend on the individual.
My son was in full inclusion from grades k-5 with occasional incidental help from the resource/learning disability room teacher and he was allowed to take all his tests in their quieter room at their study carrel.
At the end of fifth grade his teacher basically told us D did not do any work without direct supervision. That was news to us and we were not thrilled to have to turn on a dime to plan his middle school placement upon this news.
In middle school in our old town for 7th and 8th he was in full inclusion with a study hall in the autism room. The autism room teacher kept trying to get him in her room more but he usually had an aide with him in class.
I have been trying to find out if autism is progressive because he seems to have a lot more talking to himself and inflexibility lately.
My son goes to regular ed English; Math and Science each morning then has an afternoon of career skills; social skills; community service; study skills; (all of which basically replaces his social studies and other electives) and cardio workout/swimming lessons (which replaces his PE) in the afternoon. They tell us he is going to get a regular ed diploma (God willing) in 2011 with his class.
I was against anything short of full inclusion at first but realize he needs the social skills and one on one instruction in study skills and that he benefits from a social group of autistic/learning disabled teens.
Oh for one semester he
None anyone who is high function doesn't need any additional help.
To respond to your response:
Social skills are the parents responsibility since must of socializing is a value system.
Take eye contact for many New American citizen coming from other countries they learn eye contact is disrespectful. Not having that social skill does not stop them from succeeding in this country.
Changing a high functioning autistic person to a social butterfly is taking away from their true nature. You know the list of famous Aspergers people. Would they be so accomplished with more social skills? That's for parents not schools to decide.
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