Part+1+-+Group+9

=Group 9 - Part 1 - Chapter 3 and Appendix D=

How are placement options determined?
Choosing an appropriate placement or learning environment for a student with ASD is done on an individual basis. Most students with ASD attend their local neighborhood school and are provided with programming, supports, and services identified in their IEP. The regular classroom in the local school is the first placement option considered in consultation with the team.

What are student-specific outcomes (SSOs) and performance objectives (POs)?
SSOs are concise descriptions of what an individual student will know and be able to do by the end of a school year. They are written using the SMART format(specific, measurable, achievable, relevant, time-related).

POs are the smaller components, or steps, to enable the student to learn the skills identified in the SSO. They are written using the SMART format (specific, measurable, achievable, relevant, time-related). They should be reviewed regularly and revised when necessary.

Describe the Observation Inventory in Appendix D.
The observation Inventory is a tool that can be used to develop a student profile and identify priority learning needs. It explores the primary characteristics and associated features of ASD: social relationships, communication, restricted behaviours/interests, and common challenges such as sensory sensitivity, anxiety, resisitance, anger management, etc...

Describe how to use the Observation Inventory to gather information about the student.
The inventory is used to gather information by the student's team members. Sections are assigned to the appropriate team member (i.e. communication is assigned to the SLP) and each member answers questions in selected sections as completely as possible. The gathered information is summarized, facilitating the process for developing the student profile and identifying priority learning needs.