Autism Support

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    The Los Angeles Unified School District is dedicated to the belief that students with Autism Spectrum Disorder (ASD) need access to a variety of program and service delivery options to meet their individual needs. The Autism Program Support Office of LAUSD's Division of Special Education focuses on developing and supporting new and innovative educational programs; coaching and supporting teachers, paraprofessionals and other school personnel in addressing the needs of students on the autism spectrum; as well as providing professional development on various topics addressing ASD. 

    PROGRAM OPTIONS

    The following are examples of possible program options within LAUSD:



    Pre-School 

    • Inclusive programs with supports/services : Head Start, California State Preschool Program and School Readiness Language Development Program, Preschool Collaborative Classrooms
    • Special Day Programs (SDP): Preschool Mixed,  Preschool for All Learners, Autism, and Preschool Comprehensive classrooms at selected general education sites

     

    Elementary

    • General Education with Designated Instruction and Services (DIS) and Supports
    • General Education with Resource Support
    • Any Special Day Program IF it will meet the unique needs of the student with ASD on a general education campus
    • SDP specifically for students with autism or High Functioning/Asperger on a general education campus
    • SDP on Special School site

     

    Secondary

    • General Education with DIS and Supports
    • SDP Autism, High Functioning/Asperger, Special Schools, Community-Based Instruction (CBI)
    • SDP for students with mild-moderate disabilities IF it meets the unique needs of the student with ASD

     


     

    SPECIALIZED PROGRAM
     

    High Functioning/Asperger Autism Program

    • Program addresses the unique needs of the high functioning student with Autism Spectrum Disorder (ASD)/Asperger Syndrome
    • Students are based in general education classes, with the support of the special education teacher or paraprofessional going into the general education setting when needed
    • Embedded social communication  development and pragmatic language are the primary focus
    • The student may be "pulled" into the smaller, special education classroom to work on specific behavioral and/or social skills, or possibly for specific academic instruction on a limited basis