Spectrum of Service for Students With ASD

Students must have a diagnosis of PDD (as outlined in the DMS IV).  Students identified in this area may receive support in the following settings:

Elementary Supports

a)    in a regular class on an Individual Education Plan (IEP).

Supports may include:  in-classroom assistance; in-school resource withdrawal; support from the Itinerant PDD/ASD Resource Team and Speech-Language Services.

An itinerant ASD Resource Team, using a multi-disciplinary approach, acts as a resource to the school-based Program Development Team (PDT).  The team is accessed through the Learning Coordinator - Special Education, and is available for any student in need who has been diagnosed as having Pervasive Development Disorder/Autism Spectrum Disorder.  The ASD Team also provides occasional and/or ongoing school-based in-service.

b)    in a self-contained PDD Class.

Placement in a self-contained class must be recommended through the system IPRC process.

The purpose of this program is to address the needs of students diagnosed with Autism Spectrum Disorder/Pervasive Development Disorder with deficits in information-processing and/or environmental confusion to such a high degree of stress that the student is unable to function in a regular class.  The program modifies the environment and provides methods of instruction that are compatible with the student's learning style thereby enabling the student to achieve grade level expectations.

 

Secondary Supports

 a)   in a regular class on an Individual Education Plan (IEP).

Supports may include:  in-classroom assistance; in-school resource withdrawal; support from the Itinerant PDD/ASD Resource Team and Speech-Language Services.

An itinerant ASD Resource Team, using a multi-disciplinary approach, acts as a resource to the school-based Program Development Team (PDT).  The team is accessed through the Learning Coordinator - Special Education, and is available for any student in need who has been diagnosed as having Pervasive Development Disorder/Autism Spectrum Disorder.  The PDD/ASD Team also provides occasional and/or ongoing school-based in-service.

b)    in a PDD Resource Program at the secondary level.

Placement in a resource program must be recommended through the system IPRC process.

The students must be capable of working towards successfully completing credits in secondary school applied or academic levels.  Maximum integration is the goal for all students enrolled in the program by providing intensive support in their regular classes through a learning resource model.  The program focus includes developing organization skills, compensatory strategies, utilizing technological support, providing advocacy within the regular classroom environment, fostering social skills and independence within the secondary school.  Members of the staff include a resource teacher who coordinates the program, student services staff, educational assistants and other system support staff as required.

c)    in a PDD Vocational/Life Skills Program at the secondary level.

Placement must be recommended through the system IPRC process.

The purpose of this program is to provide a bridge between school and community with a strong focus on work skills, life skills, leisure and recreational skills as well as stress and anxiety management.  A student's program may be a blend of credit courses and work-place training, individualized to match his/her strengths, interests and needs.  Members of the staff include a teacher who coordinates the program, student services staff, educational assistants and other system support staff as required.

Criteria for placement in a PDD Class:

A student who:

• has been diagnosed with Pervasive Development Disorder/Autism Spectrum Disorder;
• requires a high level of structured monitoring, individual attention and planning around their particular learning style and modification to the environment;
• has had ongoing interventions in a regular classroom placement which have not been successful;
• is capable of accessing curriculum with accommodations and/or modifications to expectations and the learning environment.

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