Next 2019 Bned Student With Autism Spectrum Diso

Every student with autism spectrum disorders will present with their own unique characteristics that will making transition planning both exciting and challenging. However, every student deserves an IEP team that will create a transition plan that will plan for transitions and opportunities for success after school. In the three cases introduced by Wehman, Datlow and Schall (2009), I would make the following recommendations from an initial read through of their characteristics.

Jeff demonstrates the ability historically for academic success in different settings. While Jeff continues to need supports and direct instruction in social skills, he demonstrates strengths in academic knowledge acquisition that can continue to be a support for employment. I would recommend that the team investigate post-secondary options that support further education for Jeff. He will also need continued supports to work with appropriate communication and social engagement with peers in a social and employment environment. He would also benefit from working with flexibility in accepting directions and soft job skills that he will need eventually after a post-secondary education option is expected.

Craig presents from the text with more significant challenges that have been addressed in more restrictive settings to accommodate his behavior needs for daily living. Craig’s team should consider the daily living skills that he will require to live as independently as possible. This should include accessing a more significant communication system such as a Picture Exchange Communication System (PECS) that will allow him to communicate more than his very basic needs that he does verbally currently. It would also support the family with connecting them to adult Developmental Disability Services, and even Vocational Rehabilitation Services, to connect him to supports that will help him after school. Daily living skills such as meal preparation and hygiene should also be addressed. Basic employment opportunities may still be available for repetitive processes such as packing boxes, or dishwashing, and these should also be considered and worked on through the transition plan.

Maria is the final person introduced in chapter one. She also needs daily living skills addressed in her transition plan, however, they are less severe than supports for Craig. Supporting Maria in creating routines or visual supports for independent hygiene care and basic needs such as meal preparation, and handling money. With direct teaching and supports, Maria should begin looking for work that can be provided to use Maria’s strengths and interests. Anxiety strategies should also be taught to help Maria cope with difficult changes in routine or triggers for her behaviors. This will improve independent living and also support an eventual application to a job.

For each of these students, transition surveys at their level can be completed, interest surveys that include information from students (when possible), parents, and teachers, and caregivers should be considered by the teams to help find employment that will meet their strengths and interests.

Thanks for reading!

Michelle Sobek

Reference

Wehman, P., Datlow Smith, M., & Schall, C. (2009). Autism and the transition to adulthood success beyond the classroom (1st ed.). Baltimore: Paul H. Brookes Publishing.

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