Limited ability to plan and organize ∙ Inflexibility in thinking; perseveration of thoughts ∙ Limited vocabulary and conceptual knowledge ∙ Uneven learning profiles and skills” or “splinter ∙ areas of special aptitude Delayed development of or pre-academic ∙ Targeted Precise Academic skills Instruction Limited incidental learning ∙ Over-focus on details; inability to see big picture ∙ Difficulty generalizing rote or new learning to ∙ contexts Inability to understand nuances or make inferences ∙ Determined parents, recurrently seeking solutions ∙ Family strain from high supervision demands ∙ Parent-Home & Other Agency Possible social isolation of parents/families ∙ Collaboration May have multiple service providers/need for ∙ coordination Our Classroom Setting The goal is to create an environment that maximizes learning, eliminates competing stimuli, and promotes routines. Routines are structured to allow students to perform regularly occurring activities as independently as possible. While some differences in
∙ Limited ability to plan and organize ∙ Inflexibility in thinking; perseveration of thoughts ∙ Limited vocabulary and conceptual knowledge ∙ Uneven learning profiles and “splinter skills” or areas of special aptitude ∙ Delayed development of or pre-academic skills ∙ Limited incidental learning ∙ Over-focus on details; inability to see big picture ∙ Difficulty generalizing rote or new learning to contexts ∙ Inability to understand nuances or make inferences Targeted Precise Academic Instruction ∙ Determined parents, recurrently seeking solutions ∙ Family strain from high supervision demands ∙ Possible social isolation of parents/families ∙ May have multiple service providers/need for coordination Parent-Home & Other Agency Collaboration Our Classroom Setting The goal is to create an environment that maximizes learning, eliminates competing stimuli, and promotes routines. Routines are structured to allow students to perform regularly occurring activities as independently as possible. While some differences in
ASDStudentGuidelines.2016%20Final.docx