Autism Spectrum Disorder (ASD)

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

Ontario Ministry of Education Definition

A severe learning disorder that is characterized by:

a) Disturbances in:

• Rate of educational development;

• Ability to relate to the environment;

• Mobility;

• Perception, speech and language.

b) Lack of the representational-symbolic behaviour that precedes language.

Board Special Education Plans

Agency Contacts

What it is

A formal exceptionality, identified by an Identification Placement and Review Committee (IPRC), in the category of Communication and a diagnosed condition.

Autism Spectrum Disorder (ASD), or Autism is a diagnosis characterized by deficits in social communication and restricted, repetitive behaviours/interests, that are present since a young age and persistent. In the past, subtypes of ASD like Asperger’s and Autistic Disorder were considered separate diagnoses, but the 5th Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-v) removed these subtypes. Now a severity level is included with an ASD diagnosis (Level 1: Requiring support, Level 2: Requiring substantial support and Level 3: Requiring very substantial support). ASD is caused by combinations of genetic and environmental factors.

See Teaching Strategies for associated student needs:
• Aggression Management
• Anger/Frustration Management Skills
• Articulation Skills
• Assistive Technology
• Attention Skills
• Emotional Regulation
• Executive Function
• Fine Motor Skills
• Gross Motor Skills
• Listening Skills
• Memory
• Metacognitive Skills
• Mobility Skills
• Non-Verbal Reasoning
• Organizational Skills
• Personal Care
• Personal Safety
• Phonological Processing
• Processing Speed
• Self-Advocacy Skills
• Self-Esteem
• Self-Regulatory Skills
• Sensory Integration Skills
• Social Skills
• Task Initiation
• Time Management Skills
• Transition Skills
• Verbal Ability
• Visual-Motor Skills

Resources

Ontario Ministry of Education Resources

• Effective Educational Practices for Students with ASD	• Ontario Ministry of Education ASD Resources
• Special Education in Ontario K-12 Policy and Resource Guide, p. A14-16, Section C and Section E

Symptoms/Diagnosis

• Autism Spectrum Disorder Overview

Red flags for ASD.

Strategies for Teaching

• Autism 101 Series of articles and brief videos from the British Columbia Outreach Program, with segments on various aspects of Asperger Syndrome and teaching students with Asperger Syndrome.	• Autism: A Guide for Secondary School Teachers: 4 short videos
• More Printable Visual Resources Activities, games, and information.	• Question and Answers about Autism
• Strategies for Dealing with “Melt Downs”	• Teaching Students with ASD in Inclusive Classrooms Paula Kluth is a respected expert in the field of autism. This link is to her home page, with various articles and resources.
• Teaching Students with Autism: A Resource Guide for Schools Document from British Columbia Ministry of Education.

Perspective from those with ASD

• Carly's Voice: Video of true story about Carly who attends university and has ASD and is completely non-verbal	• Dr. Temple Grandin “Reinventing Autism” Video with information on ASD.
• Dr.Temple Grandin Video clip on one of the most famous people with autism.	• Today Show Interview with John Elder Robinson ,author of “Look me in the eye”

ABA Videos

• Chapter 1: The Discrete Trial	• Chapter 2 Reinforcement
• Chapter 3 - Prompting	• Chapter 4 - Generalization
• Chapter 5 - Incidental Teaching

For Purchase

• Tasks Galore: Climbing Art Obstacles in Autism

Teaching Visual-Motor Skills through Visually Structured Art Activities

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