Student Intervention Plan Paper

This case study focuses on Connor, a Year One student diagnosed with Autism Spectrum Disorder (ASD). Observations and assessment of Connor’s specific needs, current level of performance and modifications to the learning and teaching environment currently being made to cater his individual needs will be analysed. Consequently, a range of teaching strategies, assessment strategies and resources to support Connor will be discussed and Individual Learning Plan (ILP) offered. Finally, a reflection on the strategies proposed and their influence on Connor’s learning needs will be detailed.

Children with autism spectrum disorder will be able to receive increased services in educational settings (Hatton, et al., 2006). Teachers who educate children with autism spectrum disorder may benefit from learning the general characteristics of the disorder and evidence-based instructional strategies. Children may benefit from

Children with autism spectrum disorder present many challenges in the inclusive classroom. Characteristics of these students include socially withdrawn and socially inept. They are likely to exhibit behavior problems, including temper tantrums, stereotypic behavior, and/or aggressive behavior. Students with ASD can learn with the premise that instruction be explicit, and include a full range of social, self-help, language, reading, writing, and math skills.

Rationale: Collaboration and communication is necessary for parents because parents concerns matter when it comes to their child’s educational needs. According to (NAEYC,2007), creating two-way communication with families and teachers so that they are better equipped to deal with the families concerns and the needs of the students. Please review this

The special education history and individual education plan in this case study will focus on a fourteen year old freshman that has been diagnosed with Autism Spectrum Disorder (ASD), Severe Emotional Disability (SED), and Other Health Impairment (OHI) including Attention Deficit Hyperactivity Disorder (ADHD) and a Speech Impairment. The family stated that they were made aware of the possibility of disabilities when the student was in sixth grade. According to her current case manager, her family was very involved in her education and there appeared to be no language or cultural barriers. Her teachers noticed that she had a difficulty making friends and tended to perseverate on subjects long after the rest of the class moved on to a different subject.

In reviewing the data stakeholders revealed the lack of planning for students with ASD and missing pieces that might be added to an intervention plan for students with Autism Spectrum Disorder (ASD). The the accumulating body of information that emerges from the focus groups was categorized into themes. The themes that generally emerged from the focused groups on this subject was the educational system inadequately addressing the needs

Both special education and general education teachers will learn best practices and intervention strategies that they can use in their classrooms to support children with autism. The project will develop and enhance knowledge on autism, positive behavioral strategies, instructional formats, and parent involvement, which are scientifically proven to assist children with autism succeed academically, socially and behaviorally at school and at home.

When it comes to teaching, every day is a struggle as you have different personalities you have to incorporate into your lesson plan. Somedays, the lesson will work and other days, you will have to revamp the lesson while teaching. The overall focus is the students understanding of the lesson based on their academic needs and their academic goal. As mention above, there are seven development which affects children with Autism and as an educator is important to create a plan to target each one. In addition, while exampling each development there will be a small strategy on how to apply the weakness and/or strength into a classroom for students diagnosed with Autism.

The continuity and effectiveness of treatments and services are difficult to maintain at a high level as the child with ASD transitions through school. According to Kelly Farley, a teacher in the public school system, “The school district’s experience has revealed that, by sixth grade, the gaps are too large in both math and language arts resulting in students with autism being placed in the special education classrooms for those classes.” Parents and therapists, desperate for a dramatic breakthrough in education or treatment for this disorder, will try new approaches and speculative theories which are not backed by experience or proven to work. The treatments that are available have pros and cons to consider as well as the adult outcomes. Because no single treatment is useful for all children with ASD, compounded with the variable symptoms of each child, program strategies need to be designed for each individual child. The symptoms can change without notice. “Unfortunately,

The faculty and administration can send out flyers inviting the parents to join them for a family night where they can stress the importance of being involved in their children’s education. Teachers can also send progress reports in order for the parents to be aware of what is going on in the classroom and if they have any questions they will most likely come to the parent meetings.

Autism or Autism Spectrum Disorder is one of many developmental disabilities that affect students learning. In fact, in the United States, Autism is the fastest-growing severe developmental disorder (“What is Autism,” n.d.). Also, the prevalence of Autism Spectrum Disorder is 1 in 68 children and the prevalence in boys is 1 in 42 children (“What is Autism,” n.d.). Furthermore, Autism Spectrum Disorders also affects the way a child learns and over the years, several teaching strategies have been developed to help teachers to effectively educate students with Autism. Research has also been conducted to develop and test new teaching strategies for Autism and continues in playing an important role in the education of students with Autism.

Staples and Dilierto (2010) suggested developing a communication system that included daily parent-teacher journal, weekly newsletters, monthly phone calls, and quarterly IEP related activities (p. 60). During the recruit stage, teachers survey parents to gather information and parent by-in. Sawyer (2015) suggested if all parents have computer and internet access to create a class web page and forum where parents can ask questions and make comments regarding class activities and school events (p. 173). Also during the recruit stage, teachers will need to gather information regarding parent communication needs: test message, email, phone, and in person preferences (Sawyer, 2015, p. 174; Staples & Diliberto, 2010, p. 60). Effective communication and collaboration strategies to promote partnerships with families and provide comprehensive support for students was also supported in the article “Teachers + Families = Success for All Students” (Ludlow, 2012, p. 4).

At a training session in Loudoun County Public Schools (LCPS) on Autism Spectrum Disorders (ASD), statistics were shared of the number of students in the school system with an ASD diagnosis. It has become the third most common childhood illness. In the LCPS 10.6% of Individualized Education Programs (IEP) are dedicated to students with Autism (Buswell, 2009). These figures indicate teachers need to understand how to modify teaching strategies to empower these students to succeed. Characteristics of students with autism all share developmental delays in three

Teachers can support students with autism in the classroom in a number of ways. In NZ, resource teachers: learning and behaviour (RTLB) are funded to support teachers and schools to better meet the needs of students within an inclusive education system (Ministry of Education, n.d.). Together, RTLB and teachers divise Individual Education Plans (IEP) which are written plans that set out goals for students and factors in the people who will be working alongside them. However, teachers do not need to create a separate plan for students with ASD instead they can plan for all students, taking in to account the learning needs in the classroom, as research shows that all students benefit from pedagogical practices that are best for diverse

Separating boundaries, encouraging positive correspondence in the middle of educators and parents, and having drawn in families will prompt better results for students. In our occupied day juggling papers, lesson arranging and dealing with an alternate number of students we can without much of a stretch overlook the gathering that could loan huge in our charge as educators. There are many principles that we can put into place to build effective teacher-parent relationships. We as educators can learn the parent’s names and how they prefer to be addressed. This seems like a simple step, but it is a step that can easily be overlooked. Let the parent’s know your intentions; let them know that you need to collaborate with them, that you value their support and anticipate cooperation. Communication is very important key factor. Letting parents know what is going on, what the students are learning and what they have accomplished will give them an eye inside the classroom.