Video on Autism

Hope from (J-Mac) Jason McElwain, an autistic hero

" You don't have to be handicapped to be different - everybody's different. "
- Kim Peek, mega savant who inspired the film 'Rain Man' -

 

 

 

 

" Autism itself is not the enemy... the barriers to development that are included with autism are the enemy. The retardation that springs from a lack of development is the enemy. The sensory problems that are often themselves the barriers are the enemy. These things are not part of who the child is... they are barriers to who the child is meant to be, according to the developmental blueprint. Work with the child's strengths to overcome the weaknesses, and work within the autism, not against it, to overcome the developmental barriers. "
- Frank Klein, autistic -

 

 

 

 

 

 

Intercultural Education Group, Inc. (IEG),
Serving Counties throughout Florida & Southern Regions Of the United States, and International Teacher Placements.

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PROGRAM DEVELOPMENT TO INTEGRATE CHILDREN WITH AUTISM INTO THE CLASSROOM 

IEG seeks to work with research groups, schools, and parents to develop programs to help children with autism get more out of their education through classroom integration. Presently, public school districts in Florida seldom if not totally, neglect any form of quality integration for autistic students. IEG will work jointly with universities and schools for implementation. IEG seeks to positively impact how providers teach children with autism, namely high functioning autistic students.

IEG’S conceptual framework for this program will be adapted from Vanderbilt’s Inclusion Model and modified accordingly. The individualizing-inclusion model consists of three practices — functional intervention planning, integrated therapy and embedded intervention.  The three practices mean the goals for the child are functional and family driven. Therapies and instruction are woven into the classroom routines and teachers can work towards children’s goals throughout the day.

The first practice, intervention planning, allows parents and teachers to be very involved in the decision making process. Parents and teachers analyze the child’s performance in the home and during classroom routines to determine where the child needs help. Traditionally, professionals have made this decision based mostly on the child’s test scores.
The second step is integrated therapy, which puts the therapists [or assigned ESE teacher] in the classroom instead of pulling the child out.

The final step in the individualizing-inclusion model is embedded intervention, which means the child’s teacher addresses his or her needs throughout the day, within the daily routines and classroom activities. Through embedded intervention, children have the opportunity to work on their skills in practical ways and are encouraged to gain independence according to McWilliam who developed the model.

Although schools and school districts maintain control of services, IEG will provide consultation throughout program implementation (i.e. teacher selection, IEP s, lesson planning, monitoring, etc.) inclusive of the daily classroom.

Yes, teachers are willing to work with autistic children if they are trained and given the support needed. The individualizing-inclusion model as implemented under the consult of IEG will allow teachers to get the training they need to help the children in their classrooms. Will the budget have to be stretch for program implementation? Slightly! However, IEG will make sure there is a return on such an investment. IEG believes autistic children deserve a new program that works and prepares them to be a productive member of society.

Contact IEG today to discuss the possibility of IEG spearheading this program in your school.