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AHRC NYC-Pace University Partnership Boosts Middle High School Students’ Confidence, While Parents See a Future
As the pandemic continues to wreak havoc with everyday life, it has provided an opportunity for parents of students with autism to get a glimpse of their children’s future. Twenty-one AHRC New York City Middle/High School (MHS) students are working virtually with undergraduate students from Pace...
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Reverse Inclusion and the Use of Peer Buddies to Teach Social Skills in a Public School Setting
It can be challenging to meet the needs of every student within the public school setting. For many students with autism, their academic needs are best met in a self-contained, special education classroom that utilizes the principles of applied behavior analysis. However, this can be limiting in...
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Identifying and Navigating Behavioral Strategies in IEPs: How Can These Translate to Home?
An Individualized Education Plan (IEP) can be an overwhelming document for families, especially deciphering which interventions are appropriate to use by parents in the home or community setting. An IEP is created by a multidisciplinary team, including parents and the educational team, that...
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The World is Our Classroom: Using Community-Based Instruction to Advance Socially Significant Behavior in Students with Disabilities
Community-based instruction is sustained and repeated instruction that takes place in the community rather than in the school building (Baker & Freeman, 2014). It is a research-based practice that provides “real-life” opportunities to teach functional life skills as well as aspects of the...
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Compensatory Services in the Age of COVID
Due to the COVID-19 outbreak, school districts across the country have struggled to meet their legal obligations as set forth in the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act (Section 504) and the Americans with Disabilities Act (ADA) for students...
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Special Education Due Process 101 – The Nuts and Bolts
A number of disputes and disagreements can arise between parents and school districts regarding a child’s special education programming. Some of these areas of disagreement may include identification, declassification, appropriateness of program, appropriateness of placement or services,...
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Autism Education: What More Do School Districts and Parents Need to Do?
If it takes a village to raise a child, it takes a country to provide lifelong supports for someone with autism. Parents, school districts, and local, state and federal governments need to collaborate to ensure that individuals on the autism spectrum are provided with programs designed to meet...
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Organizing Virtual Learning Materials for Students with Autism
Due to COVID-19 pandemic, many K-12 schools have implemented virtual instruction and/or hybrid instruction for all students including students with disabilities. For students with autism spectrum disorder (ASD), lack of organization and inability to stay focused may impact their success in...
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What Happens When the Teacher Is on the Spectrum? An Interview with a Pre-Service Teacher with ASD
With more and more people with ASD becoming adults, enrollment in higher education is also increasing for this population. Science, technology, engineering, and math majors are popular with students with ASD but what about education? An undergraduate education major with ASD was interviewed about...
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Transitioning Back to School During COVID: Using Visuals and Other Evidence-based Strategies for Children with Autism
To say that schools have changed a lot in the past few months is an understatement. And, as a result, our students need to learn new rules and routines before they can start learning about academics. At the beginning of each school year, you typically teach this information. This year, it is much...
