The Autism Society Event and Education Recordings Archive

Developing a curriculum for adolescents with autism spectrum disorder (ASD) must incorporate multiple facets. Kohler (1994) and Landmark, Ju, and Zhanga (2010) identified Transitional Best Practices. These practices combined with portfolio development, social skills training and daily living skills training should be the foundation of a curriculum. To date, there are few curricula that meet the specific needs of individuals with Autism Spectrum Disorder. Kohler (1994) identified the Best Practices in Transition. One of the Best Practices includes assessing strengths and weakness not only to determine the ability levels but also assist in the development of an educational curriculum. The Best Practices resulted from employment rates and quality of life outcomes after students’ exited high school.  Individuals with Autism Spectrum Disorder have one of the lowest employment rates of all disability categories. The significance of Kohler’s study is that employment rates and the quality of life levels for people with Autism Spectrum Disorder will remain low if the Best Practices are not incorporated into educational curricula

The Best Practices include Student Focused Planning, Student Development, Interagency Collaboration, Program Structure, and Family Involvement.

The initial aspect of developing a curriculum for individuals with Autism Spectrum Disorder is understanding the student’s ability levels and their strengths and weakness. Carothers and Taylor (2003) demonstrated how portfolios for individuals with ASD can best capture their abilities.  They also discussed how standard IQ assessments do not accurately measure the individual’s strengths and weaknesses. By using portfolios, educators, families, and other agencies can accurately determine the individual’s capabilities and better assist the individual in the area of transition.

Social skills training and Functional Skill training must also be included in the curriculum in order for individuals with Autism Spectrum Disorder to have successful outcomes. According to the IDEA 2004 Transition is defined as the following:

The term “transition services” means a coordinated set of activities for a child with a disability that:

• Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment); continuing and adult education, adult services, independent living, or community participation;
• Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
• Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation.

[34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

            As defined by the Federal Government, Transition is a results-oriented process; therefore, the goal of all curricula should focus on assisting individuals to reach their maximum potential. Transition Services, by the law, should focus on both academic achievement but the functional achievement. That means that functional skills which include social skills must be a part of a curriculum. In addition, vocational skills, vocational exploration, and vocational experiences as defined in the Best Practices of Transition should be included in a curriculum for individuals with Autism Spectrum Disorder.

Learning Objectives: