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Transition Planning For the Child with High Functioning Autism
- 5-7-09
- Categorized in: Special Education
By Louis H. Geigerman
In my special education advocacy practice I represent families with children from ages 3 to 21. In addition, I know a number of adults in the spectrum all the way to their early 60’s. Statistics have shown that only about 3% of individuals in the spectrum are able to live independently and are self supporting. Unfortunately, most families begin planning for transition in the student’s last year of high school when the time to start planning is considerably earlier at 13. Public schools understandably are focused on getting a child through their academic curriculum. What they forget to stress are the functional needs or activities of daily living (ADL’S) of the student as mandated by the IDEA 2004.Â
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If you have a child in elementary school, the focus on skill acquisition is totally different than the child in high school. But both scenarios should have the same goal in common which is preparing students for further education, employment and independent living. For instance, should we spend an inordinate amount of time coloring the interior of a circle when a student’s communication or social needs are significantly deficient? The key to getting your child in the 3% that are independent is to understand what skills that they will need to master when living alone.Â
With that in mind, let’s examine what skills are necessary in one’s everyday living.Â
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Mobility Considerations
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How is the adult going to get around to their job or school?  Is the student going to be able to drive a car? If not, do they know how to read a bus or subway schedule and the fare policies of the transit authority? Do they understand the rules of riding the bus such as knowing when to pull the cord when it is your stop or listening for the motor person’s announcement that their stop is next? If the student is unable to drive, then request in writing that the school district assess the student’s travel abilities in a travel training assessment. This assessment should take place at around age 16.
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Banking
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It is vital for a student to understand the handling of money including the payment of bills and reconciling bank statements starting at age 13. While many banks or savings and loans restrict bank accounts to children 16 or older, an increasing number of credit unions allow children as young as 13 to open checking accounts. Deposit a set amount in their account and insist that they get in the habit of creating a budget for their needs and wants.  IEP goals can and should be developed to insure mastery of this need.
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Food
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Take your child grocery shopping and teach them how to purchase healthy food. Teach them about pull dates and food spoilage and how they need to rotate foods in the refrigerator. Finally, teach them to cook 4 or 5 simple meals that they can make on their own.
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Cleaning
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Begin teaching your child how to clean a house from bathrooms, to bedrooms and safety concerns of household cleaners.
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Appointments
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When the child is an early teen, teach them to schedule their own doctor appointments.Â
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By thinking ahead, we can insure better outcomes for our kids.
By Louis H. Geigerman, President
National ARD/IEP Advocates
http://www.narda.org
louis@narda.org
It is time to allow students with autism the same opportunities to learn to read as their neurotypical peers. The majority of students with ASD can learn to read at minimally a 7th or 8th grade reading level and some can be at grade level and beyond. Vocational skills mean nothing if the student can't read, write and perform math functions at minimally a 7th grade level and most can...we simply don't use research based methodologies and provide instruction.
Activities of Daily Living Skills for a student should be evaluated with a plan of treatment developed by an occupational therapist (OT). The therapist will typically consult with the teacher, aide and parents to institute the plan to develop the student's skills. The OT will have the background to understand the student's developmental readiness for each step along the way to independent functioning for Activities of Daily Living (ADL). Occupational Therapy is a service that can be provided to qualifying students through the IEP process. Families can also contract the services of an occupational therapist privately. Occupational Therapy is a service covered through most PPO medical insurance plans. Pediatric occupational therapy services, however, are not typoically available or reimbursed through HMO insurance plans.
Mary E. Scholer, OTR/L, Director
Simoneon Pediatric Development Center
San Jose, CA.
My son is High Functioning Autistic, but I am shocked to read that only 3% live on their own. The only thing I can think is that now intervention is happening much early, therefore these kids whom have had intervention will grow up to be independent. Having said all this, we are constantly evaluation his skills even at 4.
my son is 15 years and he will be placed on a program where he will be train for his independency, he is on a public school , he will be trainin for social skill living , he will be 3 hours out of the clasroom during the day , I am being preparing him for the change, he is now on a clasroom where there are acomodations and the text book are acording to the academics of high school 10th grade, but they are reading (almost all of his classmates) at third grade, anyway I am worry about this big change , he is autistic high functioning and after independent evaluations the specialist recomend for him to move a t his programa, would some bodyshare thier experience with me , please i really apreciate it.