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- Describe two goals of transition services for autistic learners
- Detail some of the current barriers facing transition planning
- Describe three ways schools and communities can support transition
- Describe what an environmental audit is
- Know how to conduct an environmental audit
- Understand what should be reported – and why
- Define and explore the prevalence of sensory processing disorders
- Detail autism architecture guideline
- Differentiate between multi-sensory environments and sensory havens
- Differentiate between fidgets and stimming
- Discuss current thinking on stimming
- Offer considerations for fidget use
- Define person and condition first language
- Describe current preferred trends
- Detail preferred language
- Describe common situations when social skills are needed
- Provide strategies for developing social supports
- Outline safety factors
- Name the five basic senses
- Introduce the eight senses
- Define the power senses
- Explore how perceptions of autism have changed over time
- Address social and environmental factors before, during, and after special events
- Describe why sensory havens are needed in the community
- Discuss what is considered when creating a sensory haven
- Describe the advantages of having a portable model instead of a fixed sensory haven
- Define Universal Design for Learning (UDL)
- Compare UDL to Universal Design (UD)
- Explain how and why to do text analysis
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