Iep Case Study Autism

PTs might help arrange the classroom and home environments to make sure that the work spaces (e.g., desks, computer stations) are arranged to facilitate independence and success.

Once it has been determined that a child has ASD and is eligible for individualized early intervention or special education services, the multidisciplinary team needs to write a plan outlining these services.

The plan outlines individualized goals (which should be tied to the assessment results and parent concerns), the amount of time the child or student is to be educated with typically developing peers, and more.

Michelle is a fifteen-year-old tenth grader diagnosed with high-functioning ASD.

Michelle is bright and funny and often outspoken with adults and her peers.

School personnel can also request others to participate as members of the multidisciplinary team.

These additional team members can include a range of individuals, such as child/family advocates, community members (e.g., clergy, tribal elder), and language interpreters.For many students with ASD, this includes work on social communication, which is one of the core deficits of ASD.In addition to their role in the assessment and evaluation of students with ASD, school psychologists develop behavior plans, conduct social groups, and provide or recommend other specialized interventions for students with ASD.In addition to the required multidisciplinary team members listed above, other personnel are often needed to address the individualized needs of the child or student.Related services personnel—each with discipline-specific expertise beyond that of the classroom or special education teachers—are frequently part of the multidisciplinary team and provide these supports.Ideally, the multidisciplinary team members (including the family) work together to develop a plan that addresses the child’s individual needs.As with any type of team, it can be challenging at times for the members to come to consensus.These team members are described in the boxes below.IDEA ’04 requires that, at a minimum, multidisciplinary IEP teams include a parent, general education teacher, special education provider, a representative of the school district, and an educational professional who can interpret assessment results.Depending on their age, children and youth with disabilities might receive services such as social skills training, transition planning, conflict-resolution training, individual counseling, family counseling, or job-placement training.Vocational specialists have expertise in post-secondary education and employment options and focus on career development and preparing students for independence and for integration into a post-secondary school, work, or community environment.

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