Strafford Learning Center has adopted “Grounding Assumptions” to serve as a guide for supporting students with Autism Spectrum Disorders. Originally developed by the IDEA Partnership with broad stakeholder input, this document was modified for use at Strafford Learning Center.
Strafford Learning Center is highly qualified for delivery of autism supports. Our assets include:
Experienced and knowledgeable related service staff including OT, Speech/Language, Social Work, School Psychology, TVI, TOD
Strong and extensive network of external partnerships
A strong school-based perspective and understanding of public school
Commitment to innovation and evidence based practices
Commitment to working with families
Experience and commitment to person-centered planning
Professional development expertise and experience tailoring PD to meet the needs of districts
Strong capacity for assessment and instruction designed to meet unique student needs
Autism Team/School Collaboration
Initially, we will explore with the school what their unique needs are. Setting, capacity and existing resources will be looked at throughout this collaborative process.to assess the needs and assist in the development of an action plan.
Once needs are determined, SLC will assemble a team based on collaborative action planning. Some districts may already have capacity in some areas. Others may request that Strafford Learning Center assemble a full team.
If applicable, the team could be expanded to include a Teacher of Visually Impaired or Teacher of Deaf and Hard of Hearing.
Parent and student education related to transition planning and post-secondary supports and services is central to success for students with ASD. Strafford Learning Center can offer training related to best practices and can connect parents and students to exemplars and research.
Strafford Learning Center can help to facilitate communication between parents, students and school districts for the purpose of arriving at agreement related to transition supports and services for students with ASD.
Strafford Learning Center staff will base recommendations on direct knowledge of students. Flexible professional development will help districts build their capacity to work with students with ASD. This could be accomplished in a variety of ways to include:
One of Strafford Learning Center’s grounding assumptions states, “As students near adulthood, effective programming becomes more diverse given the broad spectrum of ASD. Transition planning, and the transition services provided to reasonably enable students to achieve post-secondary goals, should reflect this diversity”. In support of this grounding assumption, Strafford Learning Center seeks to assist districts in building capacity and sustainability of supports for students as they transition to life after high school.
Strafford Learning Center can play a role in helping districts to align policies and procedures with best practices for students with ASD while recognizing the unique needs of each student with ASD.
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