A Case Study of Team Supports for a Student with Autism's Communication and Engagement within the General Education Curriculum: Preliminary Report of the Beyond Access Model

The Beyond Access model, a student and team supports planning model, was implemented with a single student who had been integrated into a general education classroom. Preliminary findings are presented through a case study of the 10-year-old student with autism, who, previous to the study, was repor...

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Bibliographic Details
Published in:Augmentative and alternative communication 2005-06, Vol.21 (2), p.101-115
Main Authors: Sonnenmeier, Rae M, McSheehan, Michael, Jorgensen, Cheryl M
Format: Article
Language:English
Subjects:
Augmentative and alternative communication (AAC)
Autism
Collaborative teaming
General education curriculum
Inclusive education
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Summary:The Beyond Access model, a student and team supports planning model, was implemented with a single student who had been integrated into a general education classroom. Preliminary findings are presented through a case study of the 10-year-old student with autism, who, previous to the study, was reported to have an academic level of 18 months to 24 months. A 4-phase process for designing and evaluating supports led to improved collaborative teaming among team members, clarification of priority learning goals for the student, increased engagement and opportunities for learning by the student in the general education curriculum, and improved augmentative and alternative communication outcomes. Potential limitations and costs of the model include staff-time commitment and the involvement of a mentor to guide the process.
ISSN:0743-4618
1477-3848
DOI:10.1080/07434610500103608