Do you have a child with autism that receives special education services? Would
you like to know what information that needs to be discussed in 7 areas to
benefit your child's education? This article will discuss what information
special education IEP teams need to discuss in seven areas to determine what
services a child with autism needs.
The seven areas are:
1. Nonverbal and verbal communication needs of the child, 2. social interaction
skills of the child, 3. educational needs caused by sensory integration
disorder, 4. needs caused by rigidity and resistance to change, 5. needs
resulting from engagement in repetitive activities, 6. needs for positive
behavioral interventions and plans for negative behavior that interferes with
the child's education, 7. any other need the child has that negatively affects
their education.
Consideration for #1 Verbal and nonverbal communication needs of a child with
autism. A. What the child's current level of communication is. This can be
determined by a speech language evaluation. B. What system of communication is
effective for the child. C. The child's ability to use and understand non-verbal
communication (facial expression, eye gaze, body language). D. Alternative
assistive technology devices that could help the child with their communication
needs.
Consideration for #2 Need for social interaction skills for the child A. Types
of social interactions the child is capable of. B. The child's ability to
respond appropriately to the social approach of others.
Consideration for #3 Needs resulting from sensory integration disorder A.
Tactile: Does the child have a need for a higher level of input in tactile
experiences. B. Sound: How does the child respond to loud noises? C.
Smell/taste: Is the child affected by certain smells? Does the child avoid
certain foods due to the texture?
Consideration 4: Needs caused by rigidity and resistance to change A. How the
child reacts to changes in environment or schedule? How to prepare for
transitions with visual supports and timers. B. An individual visual schedule
written, pictures, photos etc C. Any other supports needed for successful
transitions from activity to activity
Consideration 5: Needs resulting from engagement in repetitive activities A.
Determine the function of the behavior to the child. B. Determine the extent to
which the behavior interferes with the child's education. C. The use of positive
behavioral supports to encourage participation in social activities.
Consideration 6: Needs for positive behavioral interventions and plans for
negative behavior that interferes with the child's education A. Discuss the need
for a functional behavioral assessment (FBA) to determine what function the
behavior has for the child. B. Use the FBA to develop a positive behavioral plan
and supports for the child. Also discuss needed teaching of appropriate
replacement behaviors.
Consideration 7: Any other need the child has that negatively affects their
education. A. Medical needs that affect the child's education B. Organizational
needs C. Direct instruction for learning new skills
By understanding what should be discussed for your child with autism at their
IEP meeting, you will be able to be an active participant in the IEP process. By
advocating for your child you will help them benefit from their education.
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