Creating individual education plans for children with autism

"Abby" was sitting by the teacher looking at her son’s individual education plan (IEP). The teacher knew Abby’s history. Abby had shared some of the challenges of having a child with severe autism. "Ian" was getting better but he still had a long way to go. At the very beginning, the young mother had shared a secret. Abby believed she could not raise her son and she was giving up. The child’s constant aggressive behavior was too much for her.

Now, four years later, her child was beginning to read through the Edmark Reading Program. He no longer hit, kicked or scratched her. Ian had become a boy that loved Orca whales. As the young mother turned to look at the IEP in front of her, the teacher was amazed by the amount of self confidence Abby had developed.

"Teacher", Abby asked, I don’t understand all these things in the IEP. I know we went over the goals and objectives. I understand that even though Ian is not performing at a fifth grade level, he is being exposed to the same academics, but at his ability. Yet, when I look at all these pages, what on earth are they all for?"

"Well, Abby, let’s look at this together. For example, this section tells us that Ian will be taking the TAKS-Alt. All students will receive a state test, but ones that they can succeed at. Your daughter is taking the TAKS-A, which means we need to look at the accommodations section. "Cindy" is allowed to read out loud to herself during the TAKS-A test. Plus, she is allowed the oral administration of the exam for words or phrases that Cindy asks for."

"Now Ian, when he goes out to PE, is allowed to have foods of minimal nutritional value (FMNV). This way, he has a reward for completing an activity. Ian will always work for a red gummy bear." Abby laughed. She knew her son would do almost anything for those bears. Abby then pulled out a bunch of papers, one called the Functional Behavioral Assessment (FBA). "What’s this about?"

"Well, that paper helps us figure out if Ian needs a BIP. I know it’s a lot. The BIP is a behavioral intervention plan. The nice thing is Ian no longer needs that. The FBA shows that he still needs to be working on issues. For this year it will be that constant "eeeee" he makes when he doesn’t understand the work in front of him. The classroom management plan is fine to take care of that behavior. That means one less document to do."

"What about this AU supplement? What’s that?" The teacher took a deep breath. "It is another document but only for children within the autism spectrum. Essentially it identifies what the best teaching strategies are for Ian. This form allows parents to have someone come to their home. We can show the families how to use some of the same strategies we use here to address the specific concerns the family has at home." "Oh," said Abby. "You mean like when you put a schedule in my house to help Ian know what to do when he wasn’t in school." "Yes, Abby. Remember when we taught him the consequence for hurting you at your house. He lost his choice time and had a time out in the middle of the room with a big red sad face. Things have changed for Ian and you but we have lots of new younger children coming in. Abby, you are helping so many others by example with your family now."

The number of documents often is overwhelming for parents and teachers alike when developing a child’s annual plan. Try to focus on the following areas: The child’s annual progress report is important. Also, some teacher’s "Brigance" a child. This can give a quick snapshot on how he or she is doing compared to peers. Otherwise, look at the PLAAFPs (present level of academic achievement or functional performance) to see how the child is doing. Review the goals and objectives. Is there a functional or behavioral goal that you need for your child such as eating or toileting concerns?

Accommodations for children participating in general ed are also very important. They need to be followed by the receiving teacher. Make sure your child’s work shows that the accommodations are actually being followed. If it says shortened assignments with no more than three choices, the tests and daily work should show that accommodation. Plus, you have the right to have a limited number of home visitations to help you make your child successful at both home and in the school. It is called the AU supplement. And don’t forget the behavior plan. Make sure your child has something to work for, something that he wants, whether it computer time, coloring a favorite cartoon character or eating a preferred treat.

Pamela Gross Downing, a special education teacher, can be contacted at downpamg@aol.com.