The South Bend Community School Corporation Office of Special Education Services offers the services of an Autism Consultant, as well as designated classrooms to be used solely as an Autism Resource Classroom staffed by an Autism Resource teacher. These are not designed to be self-contained classrooms where students with Autism Spectrum Disorder receive all of their services in a day.  The classroom can be used for resource services during the course of the student’s day.

ProtocoL FOR Placement into an Autism Resource Classroom

Autism Consultant

Serve as a resource for students, parents, general and special education staff members, and administrators regarding best practices for assessing and servicing students with Autism Spectrum Disorder (ASD).

Autism Resource Classrooms

Philosophy

The goal of the Autism Resource Classroom is to provide the level of service that individual students with ASD require to be successful in school.

Direct instruction will vary depending upon the needs of each student and may include:

  • Academic instruction for the majority of the day for those students who are not yet able to function in the general education classroom with support.
  • Academic instruction for part of the day for those students who may need priming activities or re-teaching of skills.
  • Social skills instruction.

The Autism Resource Classroom may serve as Home Base for students needing:

  • Assistance throughout the day with school skills.
  • An opportunity to check in with Autism Resource Teacher.
  • A designated place to regain composure.

Physical Classroom Structure  

  • Autism Resource Classrooms need to be standard size classrooms, optimally with adjacent room for Sensory/Motor activities (i.e. O.T. room).
  • Classroom areas are clearly defined and the classroom arrangement cues students and staff to expected behavior. (i.e., 1:1 teaching, centers, small group work, calm down/quiet area)
  • Clear, consistent daily schedules posted that inform staff and students of daily “flow”.
  • Individualized visual supports (i.e., student checklists, work systems, visual timers). Supports need to evolve as student needs change (i.e. objects -> photos -> pictures -> words paired with pictures -> words).
  • Staff has visual access to all students and all areas of the classroom.

Autism Resources in the IEP