Teens on the Autistic Spectrum can receive instruction in several learning environments, The process is outlined in IEP guidelines. The major factor in determining where your child will be taught is “least restrictive environment” (LRE).
- General education with support
- General education without support
- Partial mainstream/inclusion
- Special education classroom with similar needs
- Specialized program outside school district
Indicators of ASD significantly impact placement. Learning in general education classes, supported or unsupported, several goals are impacted.
Unstable social skills are a primary challenge for teens with ASD. Traditional classrooms allow them to adjust to being with non-disabled peers It also provides a natural, real-world environments.
The multi-skill environment helps them to understand the differences of others. It also provides opportunities to develop social skills. IEP goals and objectives are created by specifics based on the individual.
- Academic strengths and challenges
- Self-knowledge (personal understanding)
- “Safe person” during difficult times
- Respecting boundaries and personal space
Parents of teens with challenges specifically related to their child’s age and disorder. Behaviors should be established in early grades. Communication between parents and teachers creates a firm foundation for success.
- Establish contacts.
- Talk openly.
- Know what you and your child need.
- Ask for suggestions for home.
- Know specific needs (home, school, peers).
Collaboration positively creates a better way to collect information for the student. The team should focus on different situations. Encourage him/her to pay attention as well. Special education teachers and administrators can provide information on the IEP process. However, they cannot move forward without parental authorization.
You are in charge!!