Part+1+-+Group+3

=Group 3 - Part 1 - Chapter 3 and Appendix D=

How are placement options determined?
Choosing an appropriate placement or learning environment(s) for a student with ASD should be done on an individual basis. Most students with ASD attend their neighbourhood or local schools, and are provided with programming, supports, and services identified in their IEP. Educating students with ASD in regular classrooms in local schools is the first placement option considered by a school division, in consultation with parents, school staff, and students (when possible).

Students may receive programming:

a) in a classroom with their peers for the majority of the day (preferred placement) b) in a classroom with their peers for part of the day, and a special learning environment for a part of the day c) in a special learning environment for the majority of the day (only if necessary)
 * 1) In their neighbourhood school...**

a) in a special learning environment
 * 2) In a school not in their neighbourhood...**

What are student-specific outcomes (SSOs) and performance objectives (POs)?
A student-specific outcome (SSO) is a concise description of what an individual student will know and be able to do by the end of the school year. Writing SSOs and Performance Objectives (POs) is a critical part of developing an appropriate plan for the student. They provide a focus for instruction and a way to measure the student’s progress during the school year. SSOs should be written with the student’s current level of development in mind. The scope and degree of specificity of the SSO is determined by the needs of the individual student. An SSO that is appropriate for one student may be too broad or too narrow for another. Writing appropriate SSOs is vital to the success of the planning and implementation of the IEP. Effective SSOs are SMART: • Specific: written in clear, unambiguous language • Measurable: allow student achievement to be described, assessed, and evaluated • Achievable: realistic for the student • Relevant: meaningful for the student • Time-related: can be accomplished within a specified time period, typically one school year

The SSO needs to be broken down into smaller, more manageable sections to enable the student to learn the skills identified in the outcome. These smaller components or steps are the performance objectives (POs).

Describe the Observation Inventory in Appendix D.
The **//Observation Inventory//** is a tool for gathering information about the student with ASD. It explores the primary characteristics and associated features of ASD described in the handbook. • Social relationships (pages 87-88): explores how a student relates to people in her/his environment • Communication (pages 89-91): explores how a student interacts using verbal and non-verbal communication and visual supports • Restricted Behaviours/Interests (pages 92-100): explores how a student relates to objects and activities, attends to activities, reacts to structure and routine, and responds to reinforcers and motivators • Associated Features (pages 101-104): explores common challenges to students with ASD, including sensory sensitivities, anxiety, resistance, anger management, problem-solving, independence, and academic achievement

Describe how to use the Observation Inventory to gather information about the student.
Recommended steps for gathering information include: 1. Scan the inventory before you begin and prioritize sections for completion. It may not be necessary to complete the entire inventory. Please note: Completing the overview on page 86 is recommended. 2. Assign sections to the appropriate team member (for example, the Communication section may assigned to the team’s speech-language pathologist). The inventory was not intended to be completed by a single person. 3. Agree upon a time frame for completing the chosen sections. The team, for example, may determine that some sections are a higher priority than others and attempt to complete them in the short term. Other sections, while important, may be completed in the longer term. 4. Answer the questions in selected sections as completely as possible. Sources of information may include direct observation, school files, clinical reports, and so on. It may be necessary to set up activities or situations in order to gather the necessary information. 5. Summarize the gathered information using the Inventory Summary Sheet on page 105. This facilitates the process for developing the student profile and identifying priority learning needs, as described in Chapter 2.