The most important ( and sometimes challenging) component of a quality program. Planning requires time and good collaboration skills.
|Time constraints frequently hinder quality planning. Collaboration can be tricky among colleagues, especially around children with such intensive needs. ||Quality systems for planning facilitate effective communication, make the use of time effective and most of all, improve the child's program. |
In an inclusion setting children tend to have multiple transitions and schedule changes throughout the week.
We know that transitions and schedule changes are difficult for children on the autism spectrum. Heightened anxiety reduces the child's ability to gain meaning from his or her environment and to benefit from instruction to the fullest extent possible.
Children with autism whose schedules and systems are not properly designed often depend on adults to help make sense of the world.
In an inclusion setting, special considerations need to be made to support multiple transitions across school environments (different rooms, etc.), explain changes in schedule and promote flexibility. Schedules must also be designed to foster maximum independence.
Use a systematic process to determine the orientation and length of the schedule, representational format (objects, photos, drawings, symbols, text), size of icons, portability, whether or not a ticket system is necessary, etc. Forms for guiding these decisions are available upon request.
Click on slide show below to go to large view and see captions that show examples of how each schedule could be used. This is not all-inclusive, just representations of a few.
Clutter and boundaries
In an inclusion setting, there is often limited control of the physical environment of the classroom. Shelves of brightly colored objects, posters on the wall, unclear physical boundaries, highly tempting or preferential items in view, etc.
come back for more later, including a slide show of ideas.