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Assistive Technology- A source that allows students or individuals to be supported and guided in communication for people on the Autism Spectrum.

Augmentative and alternative communication (AAC)- This is a specific type of technology that helps to benefit individuals on the Autism Spectrum. This supports all ages towards gaining more independence, more social interactions, and better communication.

Dedicated System- Communication only devices and most likely to be covered by insurance

Open System- Device used for communication and other purposes (ie Wifi)

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Lowest cost option

Does not require a lot of training to use

Important for expressing and social exchange

Not always the most effective, but can focus on hand gestures or signs

Examples:

Picture Exchange Communication System (PECS)- Picture cards that individuals can use to express themselves nonverbally

Communication boards or books

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Speech generating device

Requires more training than low-tech AAC

Able to be customized

Fixed Display

Examples:

Voice Output Communication Aids (VOCA)

Quick Talker

Go Talk

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Also, a speech generating device

Dynamic display

The most customizable

Apps

Examples:

Tablets

iPads

Dynavox

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1. Learning Aids:

1. Computer software or multimedia tools to help with problem solving skills

2. Sensory Aids:

1. This is an example of noise-cancelling headphones to help maintain a sensitive environment

3. Functional Aids:

1. A tool to help aid in some motor-skill barriers like daily tasks of dressing

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American Psychiatric Association: One umbrella of Autism Spectrum Disorder (ASD):

1. Autistic disorder

2. Childhood disintegrative disorder

3. Pervasive developmental disorder-not otherwise specified (PDD-NOS)

4. Asperger syndrome

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umbrella-graph for autistic spectrum disorders

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Amazing Things Happen - by Alexander Amelines

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I chose this video as it explains Autism Spectrum Disorder that is easy to understand at all ages. Especially at a middle school level, this video helps to understand what Autism Spectrum Disorder is and the perspective of being on the other side. This video allows for students to become familiar with some of their friends at a deeper level and how to begin to empathize with them.

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Is Rett's Disorder included in the Autism Spectrum Disorder?

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Is Rett's Disorder included in the Autism Spectrum Disorder?

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Before 2013 and the updated definition, Rett's Disorder used to be included in ASD. This has changed but, there are similarities that can be seen among it and Childhood Disintegrative Disorder. The graphic below displays some of the similarities and differences.

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In the link attached there is a wide list of agencies and resources to look at from a national level.

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Searching for autism information on the web can be overwhelming. So, where do you turn to for the most relevant information and resources when there are so many different options? We created this list based on recommendations from leading ASD organizations.

Advocacy, information, and support

The Asperger/Autism Network (AANE) provides individuals, families, and professionals with information, education, community, support, and advocacy.

Started by a woman whose son was diagnosed with autism, Autism Highway is both informative and fun. The website is easy to navigate and it provides an extensive list of autism-related events and specialists. In addition, Autism Highway includes interactive games for kids.

Autism Navigator is a collection of web-based tools and courses developed to bridge the gap between science and community practice. They have integrated the most current research into an interactive web platform with video to illustrate effective evidence-based practice. The video clips come from the rich library of video from federally funded research projects at the Autism Institute at Florida State University.

The Autism Research Institute focuses on researching the causes of autism, as well as developing safe and effective treatments for those currently affected by the disorder.

The Autism Society is a grassroots autism organization working to increase public awareness about the day-to-day issues about people across the spectrum, advocate for appropriate services for individuals of every age, and provide the latest information regarding treatment, education, research, and advocacy. The Autism Society has local affiliates, state affiliates or a combination of both in almost every state. The society has also partnered with AMC Entertainment to provide children affected by autism the opportunity to watch hit movies in a sensory-friendly environment, with the lights turned up and the sound turned down. Find a list of upcoming films in your city here.

Autism Speaks is an autism awareness, science, and advocacy organization. The website provides a comprehensive resource guide for all states. The 100 Day Kit for Newly Diagnosed Families of Young Children was created specifically for families of children ages 4 and under. Visit Autism Speaks to see their comprehensive listing of autism websites for families.

Sign up for Disability Scoop's e-mail news to receive the most current updates on developmental disabilities. Disability Scoop's experts have been cited by multiple online news sites.

A free social network for parents of kids with autism. With over 30,000 parents registered on the site, you can find parents just like you based on where you live, the age of your child, your child's sub-diagnosis and developmental needs, and gender. Parents share tips, support, and photos, as well as ask and answer each others' questions. In addition, there is a searchable provider directory of over 35,000 autism specialists and autism-friendly providers constantly updated by parents on the site. MyAutismTeam is the official social network and resource guide for Autism Speaks.

OAR's mission is to apply research to the challenges of autism. The organization uses science to address the social, educational, and treatment concerns of self-advocates, parents, autism professionals, and caregivers. In addition to funding research, OAR disseminates new and useful information to as many members of the autism community as possible, and directs all research and programs initiatives toward enhancing the quality of life for individuals with autism.

Sesame Workshop created Sesame Street and Autism: See Amazing in All Children, a nationwide initiative aimed at communities with children ages 2 to 5. Developed with input from parents, people who serve the autism community, and people with autism, See Amazing in All Children offers families ways to overcome common challenges and simplify everyday activities. The project also fosters an affirming narrative around autism for all families and kids.

A great site for accurate, reliable information about special education law, education law, and advocacy for children with disabilities. Early intervention is invaluable because it links parents to services in the community, but it can be hard to find services without a long waiting list. Families can search on their own for providers using the Wrightslaw Yellow Pages for Kids With Disabilities.

Especially for professionals

ASHA is the national professional, scientific, and credentialing association for audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. On the ASHA website you can find an overview of Autism Spectrum Disorder as well as specific information about ASD for speech-language pathologists.

NASET is a national membership organization dedicated to supporting teachers in the field of special education. NASET offers a rich library of information on a wide range of ASD topics, as well as the publication, Autism Spectrum Disorders Series.

Federal agencies and federally-funded organizations

The Center for Parent Information and Resources (CPIR) serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs). The Parent Training and Information Centers (PTI) found in every state are a rich source of information and training tailored for parents, including parents whose primary language is not English or themselves have special training needs. In addition, Community Parent Resource Centers (CPRC) throughout the country serve targeted, underserved communities. To find the PTI or CPRC that serves your community, go to the Center on Parent Information and Resources.

The Center is designed to increase the capacity of families and providers to advocate for, acquire, and implement effective assistive and instructional technology (AT/IT) practices, devices, and services. Research-based technologies have great potential to help infants, toddlers, children, and youth with disabilities participate fully in daily routines; have increased access to the general educational curriculum; improve their functional outcomes and educational results; and meet college- and career-ready standards.

The Early Childhood Technical Assistance Center (ECTA), located at the University of North Carolina at Chapel Hill, supports the strengthening of state and local service systems to ensure that children with disabilities and their families receive high-quality, evidence-based, culturally appropriate, and family-centered support and services.

The IRIS Center, funded by the Office of Special Education Programs and based at Vanderbilt University and Claremont Graduate University, creates and disseminates resources about evidence-based instructional and intervention practices for preservice preparation and professional development programs. See the Autism Spectrum Disorder self-guided training modules for teachers.

The National Professional Development Center on Autism Spectrum Disorder (NPDC) has worked to develop free professional resources for teachers, therapists, and technical assistance providers who work with individuals with ASD. Resources include detailed information on how to plan, implement, and monitor specific evidence-based practices.

When your child enters public school, he or she has rights under federal and state laws. The U.S. Department of Education has information about federal laws and state laws. The Department's Office of Special Education Programs (OSEP) supports projects that provide information and technical assistance to families of infants, toddlers, children and youth with disabilities. Families can also find a wealth of information about the Individuals with Disabilities Education Act (IDEA) at OSEP's IDEA website. The website contains the full text of IDEA and the regulations, as well as guidance documents and a wide range of other resources.

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Top Autism Organizations and Web Resources

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Browse this list of organizations and web resources focused on advocacy, information, and support for families and educators of children with Autism Spectrum Disorder. We've also identified helpful federal agencies and ASD projects funded by the U.S. Department of Education, Office of Special Education Programs.

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In this link attached there are many different resources, communities, and events involving ASD in McLean County.

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Founded in 2002 as a small group of parents needing to make a difference in our community has grown to more than 200 members today. We strive to meet the demands by tapping into the strength of the community and fundraising with the help of our many volunteers.

Parent-centered training, community events for the family, family and caretaker support, awareness, recreational opportunities, website for resources, community/school collaboration, making an autism-friendly community!

Autism Friendly Community (AFC) is Autism McLean's community outreach program- helping McLean County to be truly autism-friendly: one business, one organization, one person at a time! We partner with local businesses, organizations and individuals to expand awareness and inclusion.

With COVID-19 continuing to impact on our lives, we have been working on a way to reach our families and continue to offer support.

With that in mind we are offering an Home Education Stipend for current members who have a school age child (3-22).

Learn More and Apply

The Autism Place presents Topic of the Week for Parents every Thursday in June from 7-8 PM. Each week in June, TAP will be hosting a video conference over Zoom featuring a topic and hosting a discussion. All parents of TAP are invited. Here are the first two weeks: June 4: Making the most of everyday activities June 11: Stress management for parents and kids Use the following link to join: https://illinoisstate.zoom.us/j/95901979814 TAP Facebook page: https://www.facebook.com/The-Autism-Place-489081167885070

Developing Melodies is proud to present their first creative arts summer camp for teens and adults of all abilities ages 16 years old and up! Campers will create music, art and dance inspired by a variety of musicals, artists and heroes in preparation for a celebratory performance for friends and family on the last day of camp. They are featuring two camps this summer: We Are Superheroes- June 22-26, 1:00pm-3:00pm Lights! Camera! Action!- July 13-17, 1:00pm-3:00pm Due to COVID-19, Summer Camp will be offered virtually using Zoom Video Conferencing. All that is required to participate virtually is a device with internet

Autism McLean members and supporters, If you are a parent or guardian of an individual with Autism Spectrum Disorder (ASD) in McLean County (IL), please help us by taking the following survey. (See link below.) This survey is part of a research study commissioned through Autism McLean, and conducted by Dr. Frank Beck, Ph.D., and a team of graduate students from the Illinois State University Stevenson Center. The purpose of the study is to use applied research to determine local housing and housing-related service needs of adults with ASD in McLean County. The findings from the study will be summarized

Individuals with Autism Spectrum Disorder (ASD) often thrive in a routine environment and can struggle with unexpected changes to their schedules. Lately, there have been many changes and many unknowns. As we adjust to coping with these changes and navigating school closures, abrupt changes in daily routine, loss of connections with teachers and friends, and distance learning, individuals with ASD may need additional support to process and adapt to the many changes. What are some of your struggles? For some, it might be trying to locate the right brand and type of chicken nuggets. For others, it's a sensory overload!

Autism McLean is here to serve as a voice for our children and adults with autism, to help create a system that will not only help support those that need to be supported, but to bring enough awareness of and about autism that our children will find acceptance and hope that with that they will find a meaningful place within our community. We are an avenue...YOU are what makes this organization what it is! Please consider a donation to help us achieve our mission!...
Read more

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Founded in 2002 as a small group of parents needing to make a difference in our community has grown to more than 200 members today. We strive to meet the demands by tapping into the strength of the community and fundraising with the help of our many volunteers.

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In this link attached there is a section of ASD services in McLean County. Also, there are more resources for other social services that could be helpful.

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IDEA Definition of Autism Spectrum Disorder

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IDEA Definition of Autism Spectrum Disorder

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Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

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Autism is a neurodevelopmental disorder characterized by deficits in social communication and social interaction and the presence of restricted, repetitive behaviors. (American Speech and Language Association)

-Social communication deficits present in various ways and can include impairments in joint attention and social reciprocity as well as challenges using verbal and nonverbal communication behaviors for social interaction.

-Restricted, repetitive behaviors, interests, or activities are manifested by stereotyped, repetitive speech, motor movement, or use of objects; inflexible adherence to routines; restricted interests; and hyper- and/or hypo-sensitivity to sensory input.

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Genetics. Several different genes appear to be involved in Autism Spectrum Disorder. For some children, Autism Spectrum Disorder can be associated with a genetic disorder, such as Rett syndrome or fragile X syndrome. For other children, genetic changes (mutations) may increase the risk of autism spectrum disorder. Still other genes may affect brain development or the way that brain cells communicate, or they may determine the severity of symptoms. Some genetic mutations seem to be inherited, while others occur spontaneously.

Environmental factors. Researchers are currently exploring whether factors such as viral infections, medications or complications during pregnancy, or air pollutants play a role in triggering Autism Spectrum Disorder.

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In doing research for possible causes we have found many myths that might cause autism. It is hard to distinguish a real cause for why autism forms. Many families will go without knowing due to the many possibilities that it could be.

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Linked below is a website that includes ideas for an inclusive classroom for ASD students. When reading this article, I realized how beneficial both regular inclusive classrooms were as specialized education core resources in small group learning.
Some of the resources from the article are collecting that prior knowledge from the student, learning from their behaviors, differentiate, explaining organizational patterns, supporting transitions, letting students feel comfort, taking a break, and including students in what they need that works best for their learning.

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Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

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Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

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Structured Teaching Strategies for Students with Autism Spectrum Disorder

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Structured Teaching Strategies for Students with Autism Spectrum Disorder

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This resource explains about the TEEACH model which serves students with autism for a whole life time. This article goes into depth about how the TEEACH model works describing the physical structures, visual schedules, visual structures, and work systems. This model helped form the TEEACH pyramid which maps out the different elements I previously discussed in a pyramid format.

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1. Use visuals
2. Structure your Day
3. Tell a Social Story
4. Go beyond being the traditional "Teacher"
5. Keep it Simple
6. Integrate Sensory Activities
7. Take a Break
8. Consider Parental Opinions
9. Create a Culture of Understanding
10. Treat them as Children or Individuals first

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Chris Cooper, a fourth-grade teacher at Moorlands Elementary in Kenmore, Washington, says he didn't have students with autism in his class for the first half of his 22-year career-at least none that he was aware of. But that has changed over the past decade. "It's not unusual to have one or two kids on the spectrum in a classroom anymore," he explains. Cooper's experience reflects wider trends in the diagnosis of autism. In 2000, the Centers for Disease Control and Prevention estimated that one in 150 children were identified with the disorder. Today, that number is one in 68-with boys at five times higher risk than girls.

The diagnostic criteria for autism changed in 2013 with the latest edition of the Diagnostic and Statistical Manual of Mental Disorders ( DSM-5). Previously, there were separate diagnoses for autism disorder, Asperger's syndrome, and other pervasive developmental disorders, says Clarissa Willis, associate professor of teacher education at the University of Southern Indiana and author of Teaching Young Children with Autism Spectrum Disorder. Today, DSM-5 puts them in all in one category as autism spectrum disorder (ASD).

"The criteria are much more comprehensive," explains Willis. "[ DSM-5] recognizes that autism is a spectrum. Children are going to have varying degrees of challenges with the common areas considered part of autism, including communication, behavior, social awareness, and sensory integration." Instead of "pigeonholing" children into subcategories, says Willis, DSM-5 focuses on how much support a child needs.

Willis points out that the push toward inclusive classrooms has also increased the number of children with ASD in the general education setting. "Inclusion only works insofar as the appropriate supports are set up for the child and the teacher," she says.

Those supports vary from child to child. Some can spend all day in the inclusion classroom, while others can manage just a half-day. Some students may have full-time aides. Others may be able to function with computer assistance, such as apps to help them communicate or learn social skills (see sidebar). And while technology can be a powerful tool, Cooper suggests using it judiciously. "With kids on the spectrum, it shouldn't be used as a crutch or a babysitter, but it can be used to help facilitate," he says.

With the guidance of Willis, Cooper, and several other educators trained in autism, we've compiled 10 strategies to help you support the varying needs of students on the autism spectrum.

1 | USE VISUALS. Using visuals can help students with ASD in a wide range of areas-from understanding rules to explaining social situations. For instance, Willis has found visual "if/then" cards to be particularly useful to address behavioral issues. Consider a student who loves to be on the computer but doesn't like to do math. On the "if" side of the card, you would include a picture that represents math. On the "then" side, you would show a computer. "Every time he starts to get off task, the teacher can just point to the card," Willis says.

2 | STRUCTURE YOUR DAY. Routines are doubly important for students who require a tight structure. In addition to a posted class schedule, students on the spectrum can benefit from a personal daily schedule with built-in visuals.

Willis points out that most children with ASD demonstrate "unbelievable inflexibility" when there are changes to a routine (think assemblies). You can add these deviances into students' schedules and provide extra transition time.

3 | TELL A SOCIAL STORY. Difficulties with social skills is a hallmark of ASD. Using "social stories," a technique developed by Carol Gray, president of the Gray Center for Social Learning and Understanding, can help guide students through interactions with peers and teach social norms. Willis had a student with autism who would become physical when it was his turn to use the computer and someone else was still on it. She created a story that taught him to ask for a chance to participate without pushing or shoving: "He would say to himself, 'When someone's on the computer, I ask them to stop. I count to 10.' "

4 | GO BEYOND THE "TEACHER LOOK." You know your disapproving 'teacher look' when the class is too loud?" asks Julie Van Alst, a special-needs teacher consultant in the Wexford-Missaukee Intermediate School District in Cadillac, Michigan. "Your student with ASD will likely not understand your look means you want your class to quiet down." Children with ASD have a difficult time reading nonverbal cues and gestures like facial expressions. Van Alst recommends using direct language to communicate exactly what you want the student to do.

5 | KEEP IT SIMPLE. Following a long set of directions is difficult for most students. It's especially challenging for a student who struggles with oral language processing, as is the case for many children on the spectrum. Both Cooper and Van Alst say it's crucial to keep oral directions short and to the point. Cooper uses key words like first and then. Van Alst says she gives only one or two directions at a time.

6 | INTEGRATE SENSORY ACTIVITIES. Most children with ASD are over- or under-reactive to sensory stimuli. Van Alst says the buzzing of fluorescent lights in the classroom or echoes in the cafeteria can be triggers for some students.

"We typically set the lights on halfway," says Christina Rodocker, an ASD teacher of grades 3-5 at Turtleback Elementary School in San Diego. Some of her students have scheduled sensory breaks every hour or two, which include playing with a stress ball, sitting with a weighted lap pad, chewing gum, or carrying a heavy backpack.

7 | TAKE A BREAK. Willis says that sometimes students just need a quiet place to retreat. "There should be a place in the classroom-not a place for punishment-where a student can go to take a break from the world," she explains. You can set up a spot in the back of the room with soft lighting for a getaway moment. "The only rule is, after you take a break, you have to finish what you were working on," adds Willis.

8 | CONSIDER PARENTS THE EXPERTS. As a stepparent of a child on the spectrum, Cooper knows about being on both sides of the teacher-parent relationship. He recommends you say to parents: "You're the expert. Help me get to know your kid." Cooper says parents of children on the spectrum can provide valuable insight into a child's routines, triggers, and the reasons behind behaviors. He collects information in various ways, including surveys.

9 | CREATE A CULTURE OF UNDERSTANDING. Cooper has had honest conversations about autism with all of his students to educate them about the disorder. He has two go-to books he recommends reading to upper-elementary and middle-school students to begin those discussions: Al Capone Does My Shirts, by Gennifer Choldenko, and Colder Than Ice, by David Patneaude. "When you're reading a particular section where behavior is demonstrated by a character, it's totally fine to point that out and ask, 'Why do you think this is?' " he says. "It brings it out in the open to have that discussion. Kids are empathetic."

10 | TREAT THEM AS CHILDREN FIRST. Van Alst says we shouldn't lose sight of the fact that "children with ASD are unique and wonderful individuals. They are first and foremost children." Treat them as you would any other student-tap into their interests, allow them to showcase skills, support them as needed, and celebrate their successes.
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Teaching Students with Autism Spectrum Disorder | Scholastic

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Chris Cooper, a fourth-grade teacher at Moorlands Elementary in Kenmore, Washington, says he didn't have students with autism in his class for the first half of his 22-year career-at least none that he was aware of. But that has changed over the past decade.

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Communication-non verbal charts or cards

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Communication-non verbal charts or cards

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Pyramid of Resources that can help implement strategies 

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Pyramid of Resources that can help implement strategies 