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My assigned disability is autism spectrum disorder and the acronym is ASD.
IDEA's definition is (i) "Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before the age of 3 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.
(ii) Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.
(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.

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Characteristics of autism spectrum disorder

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Characteristics of autism spectrum disorder

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1. Examples of social communication and social interaction characteristics related to ASD

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

2. Examples of restricted or repetitive behaviors and interests related to ASD can include:

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include:

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. It is important to note that some people without ASD might also have some of these symptoms. But for people with ASD, these characteristics can make life very challenging.
Learn more about ASD
Social Communication and Interaction Skills

Social communication and interaction skills can be challenging for people with ASD.

Examples of social communication and social interaction characteristics related to ASD can include

Avoids or does not keep eye contact

Does not respond to name by 9 months of age

Does not show facial expressions like happy, sad, angry, and surprised by 9 months of age

Does not play simple interactive games like pat-a-cake by 12 months of age

Uses few or no gestures by 12 months of age (for example, does not wave goodbye)

Does not share interests with others by 15 months of age (for example, shows you an object that they like)

Does not point to show you something interesting by 18 months of age

Does not notice when others are hurt or upset by 24 months of age

Does not notice other children and join them in play by 36 months of age

Does not pretend to be something else, like a teacher or superhero, during play by 48 months of age

Does not sing, dance, or act for you by 60 months of age

Restricted or Repetitive Behaviors or Interests

People with ASD have behaviors or interests that can seem unusual. These behaviors or interests set ASD apart from conditions defined by problems with social communication and interaction only.

Examples of restricted or repetitive behaviors and interests related to ASD can include

Lines up toys or other objects and gets upset when order is changed

Repeats words or phrases over and over (called echolalia)

Plays with toys the same way every time

Is focused on parts of objects (for example, wheels)

Gets upset by minor changes

Has obsessive interests

Must follow certain routines

Flaps hands, rocks body, or spins self in circles

Has unusual reactions to the way things sound, smell, taste, look, or feel

Other Characteristics

Most people with ASD have other related characteristics. These might include

Delayed language skills

Delayed movement skills

Delayed cognitive or learning skills

Hyperactive, impulsive, and/or inattentive behavior

Epilepsy or seizure disorder

Unusual eating and sleeping habits

Gastrointestinal issues (for example, constipation)

Unusual mood or emotional reactions

Anxiety, stress, or excessive worry

Lack of fear or more fear than expected

It is important to note that children with ASD may not have all or any of the behaviors listed as examples here.
Learn more about screening and diagnosis of ASD Learn more about treating the symptoms of ASD

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Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorder (ASD) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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Identification Procedures and Service Delivery

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Identification Procedures and Service Delivery

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1. How students are identified?
Diagnosing autism spectrum disorder can be difficult because there is no medical test like a blood test to diagnose the disorder. Mainly doctors see the past developmental history and behavior to make a diagnosis.

2. What assessments are used?

Autism Diagnosis Interview-Revised (ADI-R)

This is a clinical diagnostic instrument for assessing autism in children and adults. The instrument focuses on behavior in three main areas: reciprocal social interaction; communication and language; and restricted and repetitive, stereotyped interests and behaviors. The ADI-R is appropriate for children and adults with mental ages about 18 months and above.

Autism Diagnostic Observation Schedule-Generic (ADOS-G)

A semi-structured, standardized assessment of social interaction, communication, play, and imaginative use of materials for individuals suspected of having ASD. The observational schedule consists of four 30-minute modules, each designed to be administered to different individuals according to their level of expressive language.

Childhood Autism Rating Scale (CARS)                        Brief assessment suitable for use with any child over 2 years of age. CARS includes items drawn from five prominent systems for diagnosing autism; each item covers a particular characteristic, ability, or behavior.

Gilliam Autism Rating Scale-Second Edition (GARS-2)

Assists teachers, parents, and clinicians in identifying and diagnosing autism in individuals ages 3 through 22. It also helps estimate the severity of the child’s disorder.

3. What else needs to be completed for identification?

Ages and Stages Questionnaires (ASQ)
This is a general developmental screening tool. Parent-completed questionnaire; series of 19 age-specific questionnaires screening communication, gross motor, fine motor, problem-solving, and personal adaptive skills; results in a pass/fail score for domains.

Communication Symbolic Behavior Scales (CSBS)
Standardized tool for screening communication and symbolic abilities up to the 24-month level; the Infant Toddler Checklist is a 1-page, parent-completed screening tool.

Parent's Evaluation of Developmental Status (PEDS)
This is a general developmental screening tool. Parent-interview form; screens for developmental and behavioral problems needing further evaluation; single response form used for all ages; may be useful as a surveillance tool.

Modified Checklist for Autism in Toddlers (MCHAT)
A parent-completed questionnaire designed to identify children at risk for autism in the general population.

Screening Tool for Autism in Toddlers and Young Children (STAT)
This is an interactive screening tool designed for children when developmental concerns are suspected. It consists of 12 activities assessing play, communication, and imitation skills and takes 20 minutes to administer.

4. Where do most of these students receive their education?
Around 91% of students receive their education in a general education classroom. This includes a resource classroom, a special education classroom, or an autism-only classroom.

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List possible adaptations or accommodations that may help a student with this disability/learning need to access the general education content.
1. Use priming to prepare students with autism for an activity that they will need to complete by letting them preview the activity beforehand. Priming sets the student up for success by providing them with predictability, which also reduces anxiety. During priming, the student previews the materials that will be used in an upcoming activity, such as a worksheet, outline for a project, or schedule of events that will occur. When priming is effective, it reduces barriers for the student and enables them to fully engage in the activity when the time comes.
2.  Some other accommodations may be:

Reformatting assignments to distinguish relevant details from irrelevant details

Grouping like questions together on quizzes and tests

Allowing additional time for the student to complete tasks

Allowing the student to use alternative methods to demonstrate understanding (oral vs. written report, creating a pamphlet or PowerPoint presentation, etc.)

Shortening tasks or reducing the number of tasks the student is expected to complete

Outlining precisely what information the student is expected to learn from reading

Providing graphic organizers and concrete strategies for assignments

Giving the student a model to follow of what is expected on assignments

Providing pre-highlighted texts

Identifying the information that the student will be responsible for on upcoming tests

Sharing a model of what is expected on assignments or a list of grading criteria

3. Use visual supports such as:

Map of school outlining the student’s classes

List of classes, room numbers, books, and other supplies needed

List of teacher’s expectations and routines for each class

Schedule of activities within the class

Sample models of assignments, with important requirements demarcated

List of test reminders

List of schedule changes

List of homework assignments

4. Handwriting accommodations:

Asking a student to only write key words in response to a question, rather than complete sentences. (Some autistic students may not respond well to this accommodation, as it breaks grammatical rules.)

Modifying assignments and tests to incorporate multiple-choice, fill-in-the-blank, matching, and/or short-answer questions, rather than essay questions

Letting the student underline or highlight answers to questions within a reading passage, rather than having to write out the answers

Allowing the student to use a computer or smart device to type information, rather than writing it by hand

Permitting the student to verbally express information and tape record it, rather than writing it by hand

Allowing the student to state information to a scribe, such as a peer, aide, etc.

Supplying the student with a teacher-made outline of main ideas and key points from readings and/or presentations.

5. Sensory Processing:

Use kinesthetic seating which is seating arrangements that allow students to have their movement needs to be met like using wobble chairs.

Provide opportunities for movement breaks which could be provided through meaningful tasks such as taking documents/messages from the classroom to another location in the school, such as the principal’s office.

Organic opportunities for heavy work such as assigning child classroom jobs such as moving the Chromebook charging cart, and carrying the basket of classmates’ lunches to the cafeteria at lunch.

Provide students with fidgets/chewing gum/other aid to meet sensory needs

Use noise-canceling headphones

Have access to a calming corner or similar location

6. Behavioral Supports

Visual supports (words, pictures, etc.) to make rules explicit

Daily visual reinforcement program for self-monitoring for example, student colors in sections on their daily schedule/behavior contract with the color of the “zone” they were in during that time period

Provide immediate and frequent feedback (in whatever mode of communication works for the student)

Token board/token economy, in which students earn tokens, such as stickers, bingo chips, or pictures to attach to a board. Once they've earned the required amount of tokens, they can trade them in for a reward.

First/Then visual (picture of task student is expected to finish coupled with a picture of preferred activity earned for task completion)

Menu of coping strategies (visual depicting strategies students can choose to help them cope with a situation)

Prompt hierarchy such as emphasizing visual and gestural prompts rather than verbal), is a method of fading prompts along the continuum, either from most to least or least to most.

Have advance preparation for schedule changes

Use a visual timer

7. Comprehension

Pictures/visuals paired with reading passages

Previewing of vocabulary or concepts

Multisensory instruction, such as providing manipulatives to reinforce math concepts

Check for understanding

8. Reading and Written Expression

Human reader

Audio materials (such as text-to-speech or audiobooks)

Word processor (to replace the need for handwriting)

Speech-to-text software

Word prediction software

Scribe (someone who writes exactly what the student dictates)

Graphic organizer

Opportunities for oral rehearsal (talking through answers before writing them down)

Editing checklist (list of items to check when editing an assignment to help students revise their work)

Word bank (list of vocabulary terms that a student can use in a writing assignment)

Sentence starters

9. Executive Functioning (Attention, Organization, Work/Study Skills)

Have student paraphrase directions

Provide task analysis for multi-step tasks

Break down assignments into smaller units

Provide copies of teacher notes and outlines

Visual/picture schedule

Visual supports for daily routines

Monitor the use of an agenda book or digital application for tracking assignments (for secondary students)

Provide structured time for the organization of materials

Preferential seating (near point of instruction/away from distractions/near model peer)

Provide manipulatives and/or sensory activities to promote listening and focus

Rubrics or exemplars (to demonstrate assignment expectations)

Strategies to initiate and sustain attention

Checklists for task/routine completion

Monitor independent work (to make sure that student is on task, keeping up with peers, and not getting stuck.

Extra time on tests and assignments

Frequent breaks

10. Emotional and Self-Regulation

“Flash pass” or break card to request break (student may initially need instruction in how to use this accommodation)

Access to a trusted adult for processing emotions/problem-solving

Access to a designated quiet/safe space either in the classroom or school building.

Reduce the number of problems for homework/classwork. Allow the student to demonstrate concept mastery without requiring repetition of the same type of problem.

Allow access to snacks if that is something from which your child would benefit.

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Behavior Management and Social Strategies, Adaptations, or Accommodations

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Behavior Management and Social Strategies, Adaptations, or Accommodations

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List possible adaptations or accommodations that may help a student with this disability/learning need function socially with his/her peers, teachers, school staff, or family.

Social Interaction

Peer buddy system (match elementary school students with nondisabled peers for portions of unstructured times such as recess, lunch, etc.)

Social skills instruction (how this is implemented will depend on the student’s particular academic setting. Ideally, social skills instruction should be provided by a special education teacher, but sometimes school counselors and/or psychologists also provide this service. Social skills may be taught individually or in a group setting, depending on the school and the student.)

Social stories (usually for elementary school students; these are typically written by special education teachers or psychologists, ideally with input from the student)

Adult facilitation of peer interactions during structured and/or unstructured activities (elementary school, possibly middle school)

Thoughtful peer grouping for collaborative/group work (elementary and middle school)

Assigned role in collaborative/group work (elementary and middle school)

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The first website on the national level that would be helpful for teachers dealing with students with autism spectrum disorder would be National Institute of Mental Health (NIH). This website gives a detailed definition of what ASD is. It goes on to say that ASD is "described as a “developmental disorder” because symptoms generally appear in the first 2 years of life."

The website list some of the signs and symptoms of someone with ASD which are

Difficulty with communication and interaction with other people

Restricted interests and repetitive behaviors

Symptoms that affect their ability to function in school, work, and other areas of life

I found it interesting that Autism is known as a “spectrum” disorder because there is wide variation in the type and severity of symptoms people experience.

Not only does the website list the signs and symptoms of ASD but it also includes the causes and related factors, diagnosis in young children, diagnostic evaluation, diagnosis in older children and adolescents, diagnosis in adults, treatment and therapy, medication, behavioral, psychological, and educational interventions.

The second website for teachers on a state level is North Carolina Department of Public Instruction which offers courses for teachers . "In this self-paced course participants will analyze prevalence and achievement data to set the context of the importance for building educator knowledge and skills specific to understanding and serving students with ASD. Participants will also increase their knowledge of this complex disability, as well as its features and characteristics." "This website also offers a variety of free, online resources that provide information on specialized topics and evidence based practices for students with autism spectrum disorder."

The third website for teachers on a local level is The National Professional Development Center which is a program of the FPG Child Development Institute at The University of North Carolina at Chapel Hill. "The National Professional Development Center on Autism Spectrum Disorder (NPDC) was funded by the Office of Special Education Programs in the US Department of Education from 2007-2014. The NPDC developed 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."

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A website for parents on the National level is Autism Speaks. "Autism Speaks is dedicated to promoting solutions, across the spectrum and throughout the life span, for the needs of individuals with autism and their families. This is achieved through advocacy and support; increasing understanding and acceptance of people with autism; and advancing research into causes and better interventions for autism spectrum disorder and related conditions." Through partnerships and collaboration, we are committed to:

​​Increasing global understanding & acceptance of people with autism

Being a catalyst for life-enhancing research breakthroughs

Increasing early childhood screening & timely interventions

Improving the transition to adulthood

Ensuring access to reliable information & services throughout the life span

A website for parents on the State level is The University of North Carolina TEACCH Autism Program which gives parent information seminars for parents at no charge. "Their goals is to ensure that all parents of children or family members of individuals with a diagnosis of ASD have access to information that will help them to better understand autism as well as the associated behaviors and learning differences that accompany this disorder." They also offer parent information seminars to "increase families’ understanding of autism spectrum disorder, to better understand the learning, social, communication, and behavioral needs of individuals with ASD; and to understand your child or family member’s unique characteristics."
A website for parents on the local level is Autism Society of North Carolina which improves the lives of individuals with autism, supports their families, and educates communities.
They Autism Society of North Carolina provides a wide selection of educational material, media and access to events to help parents be more knowledgeable about autism.
The website list the causes of ASD along with the signs and behaviors. It also includes resources for parents to contact for help based on the age of the child along with suggestions for treatment. If a parent has a child that has been recently diagnosed, the website will send out a welcome packet to the parent also connect them with a Autism Resource Specialists. They will connect the parent with resources to help begin their journey after receiving the diagnosis.

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1. Parent Groups | TEACCH® Autism Program. (2022, July 25). TEACCH® Autism Program. https://teacch.com/regional-centers/raleigh-teacch-center/clinical-services-raleigh/parent-information-seminars/#:~:text=The%20Raleigh%20TEACCH%C2%AE%20Center,the%20associated%20behaviors%20and%20learning

2. National Professional Development Center on Autism Spectrum Disorder | Autism PDC. (n.d.). https://autismpdc.fpg.unc.edu/national-professional-development-center-autism-spectrum-disorder

3.https://ncchildcare.ncdhhs.gov/Parent/Special-Needs/Special-Needs-Resources

4. Autism Spectrum Disorder. (n.d.). National Institute of Mental Health(NIMH). https://www.nimh.nih.gov/  health/topics/autism-spectrum-disorders-asd

5. About Us | Autism Speaks. (n.d.). Autism Speaks. https://www.autismspeaks.org/about-us

6. Organization for Autism Research. (2021, August 11). 8 Academic Supports for Autistic Students | OAR. https://researchautism.org/blog/8-academic-supports-for-autistic-students/

7. Screening and Diagnosis | Autism Spectrum Disorder (ASD) | NCBDDD. (2022, March 31). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/autism/screening.html#:~:text=Diagnosing%20autism%20spectrum%20disorder%20(ASD,months%20of%20age%20or%20younger

8. Signs & Symptoms | Autism Spectrum Disorder (ASD) | NCBDDD | CDC. (2023, January 11). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/autism/signs.html#:~:text=Autism%20spectrum%20disorder%20(ASD)%20is,%2C%20moving%2C%20or%20paying%20attention.

9. Sec. 300.8 (c) (1) - Individuals with Disabilities Education Act. (2017, May 2). Individuals With Disabilities Education Act. https://sites.ed.gov/idea/regs/b/a/300.8/c/1

10. Healthcare Providers | Autism Spectrum Disorder (ASD) | NCBDDD | CDC. (2022, December 6). Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/autism/hcp-screening.html#DiagnosticTools

11. Classroom & learning accommodations for autistic students. (n.d.). https://xminds.org/accommodations

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NC DHHS: Division of Child Development and Early Education

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The following web sites provide information about resources for children with Special Needs.

Family Support Network of NC (FSN-NC)
An agency serving parents, families and professionals statewide.Includes information about:

Diseases, disabilities and chronic illnesses

Community agencies

Parent to parent support programs

Locations of various support programs for parents throughout the state and nation

Community contact persons for:

Early Intervention services

Exceptional Children's Programs through the Public Schools

Local Interagency Coordinating Councils

Children with Special Health Care Needs Help Line
The Help Line is an information and referral Help Line for those living with, caring for and concerned about a child with special health care needs. Callers can learn about health care programs as well as funding resources available to North Carolina residents.

Disability Rights North Carolina
Part of a nationwide system of protection and advocacy agencies. DRNC helps people across NC gain access to disability services and opportunities through its advocacy and legal expertise.

Exceptional Children's Division
Provides services under the Individual's with Disabilities Education Act to North Carolina Children and youth ages 3-21 who have disabilities. The Division assures that students with disabilities, and those who are academically or intellectually gifted, develop mentally, physically, emotionally and vocationally through the provision of an appropriate individualized education in the least restrictive environment.

North Carolina Department of Health and Human Services: Helping People with Disabilities
Helps children and youth with disabilities to live up to their potential. They serve the needs of people with disabilities by

Serving children and youth with disabilities

Promoting independent living

Providing residential services for the disabled around the state

North Carolina Early Intervention Branch (NCEI)​ The North Carolina Early Intervention Branch (NCEI) is a part of the N.C. Division of Public Health. It is the lead agency for the N.C. Infant-Toddler Program (ITP). The Infant-Toddler Program provides supports and services for families and their children, birth to three who have special needs. Research shows that this time period is critical. It offers a window of opportunity to make a positive difference in how a child develops and learns. Sixteen Children's Developmental Services Agencies (CDSAs) across North Carolina work with local service providers to help families help their children succeed.

Center for Parent Information and Resources (CPIR)
All the materials found on the CPIR Hub have been created and archived for Parent Centers around the country to help them provide support and services to the families they serve. The CPIR employs a user-centered process, gathering the perspectives of our experienced audience-Parent Center staff members and other experts-every step of the way, to create products and services that increase Parent Centers' knowledge and capacity in specific domains.

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The following web sites provide information about resources for children with Special Needs. Family Support Network of NC (FSN-NC) An agency serving parents, families and professionals statewide.Includes information about: Diseases, disabilities and chronic illnesses Community agencies Parent to parent support programs Locations of various support programs for parents throughout the state and nation Community contact persons for: Early...