All Things Autism!
Special Education Family & Caregiver Newsletter, April 2022
Nearly a quarter century ago, the Autism Society launched a nationwide effort to promote autism awareness, inclusion and self-determination for all, and assure that each person with ASD is provided the opportunity to achieve the highest possible quality of life. This year the Autism Society wants to go beyond simply promoting autism awareness to encouraging friends and collaborators to become partners in movement toward acceptance and appreciation. National Autism Awareness Month represents an excellent opportunity to promote autism awareness, autism acceptance and to draw attention to the tens of thousands facing an autism diagnosis each year. We want to get one step closer to a society where those with ASDs and all other differences are truly valued for their unique talents and gifts. We invite the Alief ISD community to join us in spreading awareness, promoting acceptance, and igniting change in celebration of the 2022 National Autism Awareness Month!
Nicole Roberts
Director of Special Education
What is Autism?
Autism, or autism spectrum disorder (ASD), refers to a developmental disability that is characterized by significant challenges with:
- social skills,
- behaviors (relationships / self-regulation), and/or
- communication.
The latest information from The Centers for Disease Control (2018) indicates autism affects an estimated 1 in 44 children in the United States today. In Alief, our Fall PEIMS Snapshot data indicates we are servicing 1,052 students with Autism as their primary disability. That is 25.14% of the students receiving special education services in our district. While there is currently no known single cause of autism, early diagnosis helps a child receive the support and services they need, which can lead to a quality life filled with opportunity.
According to Autism Speaks, there is not one "autism" but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each student with autism presents with a distinct set of strengths and challenges. According to Dr. Stephen Shore, a college professor and adult living with autism, "If you've met one person with Autism, you've met one person with Autism."
The ways in which children with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some children with ASD may require significant support during their day both at school and home, while others may need only minimum support.
3 Inspirational People Living & Succeeding with Autism!
Dr. Stephen Shore
Carly Fleischmann
Dr. Temple Grandin
Hear Temple Grandin discuss her experience living with autism, from not speaking to becoming a renowned author and professor.
Autism Awareness Ribbon
The puzzle ribbon was adopted in 1999 as the universal sign of autism awareness. This ribbon demonstrates unity and advances a universal mission.
Puzzle Piece
The puzzle pattern reflects the complexity of the autism spectrum. The different colors and shapes represent the diversity of the people and families living with the condition.
Rainbow-Colored Infinity
This symbol represents the neurodiversity movement and includes the total spectrum, of both neurodivergent and neurotypical people. It indicates that neurological differences are a natural occurrence of people.
Functional / Self-Help Skills
Join the Alief ISD LSSP/MHS Support Team to learn strategies to assist in increasing pro-social behaviors in your child with Autism.
Lone Star Legal Aid
April 5th (English)
Zoom Meeting ID: 835 6683 0623
Passcode: 401373
April 12th (Spanish)
Zoom Meeting ID: 863 7222 1116
Passcode: 518441
Sensory Friendly Places
Autism Supplement
The Texas Education Agency (TEA) requires a special addition to the Individual Education Program (IEPs) of students who have autism. It is called the Texas Autism Supplement. While all of our IEP/ARDs can and should address all needed student accommodations, the Autism Supplement was created to try to fix some common details that were often overlooked by school based members of the IEP/ARD committee. The supplement is a way for us to ensure the services for the student with autism are individualized and appropriately meet their unique needs.
Meet Julia...the Newest muppet in Sesame Street!
In 2017, Sesame Street premiered the muppet Julia on their television show, a four-year-old girl with autism. Sesame Street has committed to providing resources "designed to serve children with autism and their families". CLICK HERE to access the Sesame Street in the Community Website.
Visual Supports: The Basics
Why do students need visual supports?
If you still rely on road markings to safely get from one destination to the other, then you too "need" and use visual supports. So just like you, children with autism rely on visual input to help them navigate their world. The main features of autism are challenges in interacting socially, using language, and having limited interests or repetitive behaviors. Visual supports can help children overcome the impact of their Autism disability in all three of these areas.
3 Categories of Visual Supports
- Visual Boundaries
- Visual Schedules
- Visual Cues
1. Visual Boundaries
If your child is to stay in designated spaces and not elope or invade other spaces, this strategy is not for you. But if your child demonstrates any of the following characteristics, you may want to start thinking about creating visual boundaries:
- Child wanders out of designated spaces
- Child elopes from undesired tasks
- Child has trouble sitting in a designated space
- Child invades the space of others/peers
- Child has trouble staying out of things belonging to others
PURPOSE: Increase on task behavior
2. Visual Schedules
All students with executive functioning deficits probably need some sort of visual schedule, but just like most things in special education, they don’t all need the same type of schedule. There is a variety of schedules that you can use in the home like: Object Schedule, Picture Schedule, Word Schedule, Checklist Schedule, Long-Range Planning Schedule....you know your students best and should keep working to create a schedule that promotes your child's independence, increases consistency, and reduces anxiety.
PURPOSE: Increase frequency of calm transitions; Increase predictability for student; Increase independence, Increase understanding of expectations...
Individual
What is it?
- This is a schedule of the student's day at school
Benefits?
- Increase Understanding of expectations
- Support for between activity transitions
Classroom
What is it?
- Class schedule posted at central location and available for all students
Benefits?
- Increase Understanding of expectations
- Support for between activity transitions
First/Then
What is it?
- Sequence of two events to help student understand what comes next
Benefits?
- Increase Understanding of expectations
- Support for between activity transitions
3. Visual Cues
PURPOSE: Increase understanding and comprehension, Increase independence
Visual Instruction
- Visual way to organize an activity
Benefits?
- Increase success of task completion
Graphic Organizers
- Visual display, diagram, or outline
Benefits?
- Increase ability to organize concepts or ideas
Choice Boards
- Visual representation of choices a learner can select
Benefits?
- Increase independence