Essential Components of Educational Programming for Students with Autism Spectrum Disorders. Standards for Special Education. Amended June 2004

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18

Parents; Practitioners

Foreign Countries; Student Needs; Programming; Comprehensive Programs; Special Education; Autism; Inclusive Schools; Educational Planning; Program Development; Pervasive Development Disorders; Parent Participation; Teamwork; Cooperative Planning; Individualized Education Programs; Teacher Competencies; Educational Environment; Curriculum Development; Teaching Methods; Behavior Modification; Student Behavior; Transitional Programs

978-0-7785-4738-9

The purpose of this document is to identify the essential components of appropriate programming that are mandated by Alberta Education for students with special education needs, to provide examples of effective practices, to establish a common understanding of the terminology associated with this specialized field, and to clarify the meaning of appropriateness, taking into account what is reasonable for educational programming for students with autism spectrum disorders. The document is intended for classroom teachers, resource personnel, administrators and parents. It is one of a series of documents developed to facilitate programming for students in grades 1 to 12 who have special education needs. Other topics in the Essential Components of Educational Programming series include programming for students who are deaf or hard of hearing, programming for students who are blind or visually impaired, and programming for students with behaviour disabilities. The eight essential components listed in this document are contained in the Standards for Special Education, Amended June 2004 (ED491438) and are therefore mandated by Alberta Education. Each component is considered essential to the provision of a comprehensive program. However, the manner in which the components are implemented may be affected by such practical considerations as availability of resources and needs of the particular student. The sample indicators are examples of effective practices that illustrate the implementation of the essential component. The indicators will vary because of the unique strengths and needs of individual students. It is not the intent to list all possible indicators or to require all listed indicators for every student. A glossary of key terms is included. [This document was produced by Alberta Education.]

Author

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2006

ED492187