What Iep Teams Need to consider in Seven Areas - For Children With Autism

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 advantage your child's education? This report will discuss what information special education Iep teams need to discuss in seven areas to rule what services a child with autism needs.

The seven areas are:

Child Immunization Schedule

1. Nonverbal and verbal transportation needs of the child,
2. Communal 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 unavoidable 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 transportation needs of a child with autism.
A. What the child's current level of transportation is. This can be carefully by a speech language evaluation.
B. What theory of transportation is effective for the child.
C. The child's capability to use and understand non-verbal transportation (facial expression, eye gaze, body language).
D. Alternative assistive technology devices that could help the child with their transportation needs.

Consideration for #2 Need for Communal interaction skills for the child
A. Types of Communal interactions the child is capable of.
B. The child's capability to rejoinder appropriately to the Communal advent 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 rejoinder to loud noises?
C. Smell/taste: Is the child affected by unavoidable smells? Does the child avoid unavoidable 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 put in order for transitions with visual supports and timers.
B. An private visual schedule written, pictures, photos etc
C. Any other supports needed for victorious transitions from activity to activity

Consideration 5: Needs resulting from engagement in repetitive activities
A. rule the function of the behavior to the child.
B. rule the extent to which the behavior interferes with the child's education.
C. The use of unavoidable behavioral supports to encourage participation in Communal activities.

Consideration 6: Needs for unavoidable behavioral interventions and plans for negative behavior that interferes with the child's education
A. Discuss the need for a functional behavioral appraisal (Fba) to rule what function the behavior has for the child.
B. Use the Fba to invent a unavoidable behavioral plan and supports for the child. Also discuss needed teaching of standard change behaviors.

Consideration 7: Any other need the child has that negatively affects their education.
A. Healing needs that sway the child's education
B. Organizational needs
C. Direct education for studying 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 advantage from their education.

What Iep Teams Need to consider in Seven Areas - For Children With Autism