Module 5: Educational Support & Transition from School
Learning Objectives for Module 5:
- Define a least restrictive environment (LRE) and introduce the levels of special educational support across school settings (e.g., public, residential) for youth diagnosed on the autism spectrum in accordance with the Individuals with Disabilities Education Act (IDEA) of 2004.
- Define an individualized education program (IEP) and Transition Plan in support of transition age youth diagnosed on the autism spectrum, including higher education or vocational planning.
- Introduce the role of functional behavior assessment (FBA) in supporting transition age youth diagnosed on the autism spectrum, specific to the school setting.
- Identify therapies that are provided in the school setting and how they support the health and well-being of transition age youth diagnosed with autism spectrum disorder, including speech language pathology (SLP), occupational therapy (OT), physical therapy (PT), applied behavior analysis (ABA), and social skills groups.
Module 5 PowerPoint Slides:
Supplementary Video(s):
This module includes a video on supporting youth through the school transition by Ivys Fernández-Pastrana, JD.
Resources:
Read more about the Individualized Education Program (IEP) here (Department of Education).
Read more about post-secondary educational opportunities for youth diagnosed with ASD here (Autism Speaks).
Articles on Educational Support for TAY diagnosed with ASD/ID:
Transition Planning Reviews/Recommendations:
Kohler, P. D. (1996). Taxonomy for Transition Programming: Linking Research and Practice.
Shogren, K. A., & Plotner, A. J. (2012). Transition planning for students with intellectual disability, autism, or other disabilities: Data from the National Longitudinal Transition Study-2. Intellectual and Developmental Disabilities, 50(1), 16-30.
Caregiver/Family Attitudes/Coping:
Self-Determination:
Transition Planning Inventory: