Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
612-822-4611

  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Including Students with Autism Spectrum Disorders into Less Restrictive Educational Settings

Including Students with Autism Spectrum Disorders into Less Restrictive Educational Settings

Editors
Gerenser, Joanne
McDonald, Mary E.

Paperback

General Education

ISBN10: 1452849412
ISBN13: 9781452849416
Publisher: Createspace
Published: May 3 2010
Pages: 96
Weight: 0.40
Height: 0.25 Width: 7.00 Depth: 10.00
Language: English
Federal law mandates that students with autism and other disabilities receive educational services designed to meet their individual needs according to the principle of Least Restrictive Environment (LRE), the legal standard for providing a free, appropriate education. Students with autism typically demonstrate significant deficits in the area of socialization and interaction. They do not naturally know how to share, make friends, or interpret the facial expressions and emotions of others. Conversational skills may be weak or lacking. Many have difficulty generalizing skills from one setting to another and may not able to grasp information through subtle environmental cues. A model for supported inclusion has been developed to assist those students that can benefit from less restrictive settings a systematic process to help ensure a successful transition into these settings. Comprehensive assessments should be conducted to evaluate the skills needed in order to successfully transition. Supports, based on the philosophy of applied behavior analysis, should be provided by trained personnel, and data and other objective measures provide the basis for student evaluation and program decisions. This manual was developed to provide this practical information.

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