One of the challenges in determining AT solutions for Amos is the lack of resources, both human and material, in the poor, rural district where he attends school.
Before Amos entered kindergarten in the fall, a team of educators met with Amos's parents to begin putting together an Individualized Education Plan (IEP). In attendance at the meeting were the kindergarten teacher, special education teacher, the school principal, the speech-language pathologist, and the school psychologist. The occupational therapist was unavailable for meeting. There are two grade schools and a middle school in the district; the three schools share the services of the OT, speech-language pathologist and school psychologist (who is responsible for testing).
Amos is perhaps the most severely autistic student ever to attend his school. The speech-language pathologist, a recent hire, has considerable experience with children with autism because of previous work experience in a larger district. The rest of the team, however, has relatively little experience with a student as disabled as Amos. The team agreed it would be a challenge to determine the best ways to address his needs.
Another challenge is the fact that each child is unique. Although there are some common AT solutions demonstrated to be effective with children with autism, there are no guarantees with respect to the way children will respond. For Amos, kindergarten is his first school experience. If he had attended preschool, the AT team could talk with his teachers and find out which AT solutions were effective. Without this prior experience, kindergarten will be a year of learning for Amos as well as his educators.
Because Amos is nonverbal, it is not always easy to determine his needs. AT solutions must first be directed towards Amos's safety and well-being. After that,...
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