|
Public
Comments - Autism Guidelines
Overall it is similar to EI guidelines using
"Educating Children with Autism", quoting NJAC, but some
language is too general to be effective. For example, only ABA and DIR
(floor time) are mentioned but no other proven methodologies or effective
instructional methods such as Linda Mood-Bell, Orton-Gillingham, or
multisensory reading approaches, Distar Math, or even the general concept
"direct instruction" in content areas. Many suggestions are
philosophical without quantitative data. There is nothing on
transportation issues which is a safety concern.
page 1
#1 length of school day includes 25hrs./wk. and ESY for 210 school
days - incl. preschool which is great because many programs are 1/2 day
and more intensive intervention earlier results in better outcomes
#2 "The majority of students with autism are instructed on a low
student-to-teacher ratios such as 2 or 3 students to 1 teacher, or in some
instances 1 student to 1 teacher." This appears to be justification
to sent most kids with autism to segregated settings.
page 3
#4 para pros "receive...instruction and supervision regarding
their IEP responsibilities to the student" Nice thought but don't see
it happening. Diane Twatchmann-Cullen (How to Be a Para Pro) always says
in her seminars that we leave our kids who have the highest needs with the
professionals who have the least training.
note: added NCLB/Title I exempts private schools.
page 4
#4b Social skills "facilitated throughout the day..." Social
skills is the area of the most deficit for autistic children and
it's good they recognize that BUT it seems like they plan to intersperse
it throughout activities. Many schools do not provide social skills
training even though the US DOE has a policy statement regarding social
skills as a related service under IDEA. It needs to be more formalized
just like PT, OT, &speech (e.g. number of times per week at x minutes
per session). Also, many children with autism require one-on-one social
skills training before they can be in small groups or generalize it
to their environment.
page 6
family support activities sound good (coordinate home/school,
resources, support groups) but don't see it happening.
page 7
#3 "systematic collaboration between a district and
out-of-district placement" not occuring either
page 12/13
under "challenging behaviors" they do have FBA and
PBS but no mention of manifestation determination.
page 15
good idea to prepare students with autism when moving from one setting
to another using transition (not just preschool and school-to-work
"transition")
page 19
under ABA training "NJ currently has no standard
certification..." Anyone can hang up a shingle and say they do ABA.
This results in inconsistent programs and in some cases use of aversive
interventions.
page 22
under concerns about DIR "lack of availability of DIRsm trained
interventionists..." I know schools can subcontract with the Lovaas
Institute for ABA and I'm guessing it's the same with Greenspan. Plus lack
of training isn't a good excuse - what about continuing professional
development?
page 24
"Medication is an excluded 'medical service' and is not the
responsibility of a school district." My understanding is that a
"medical service" must be performed by a physician but anything
else the school needs to do (Garrett F.). Most kids with autism
(unfortunately) are on meds. and this appears to violate NJAC, IDEA, and
school health guidelines.
|