Autism Spectrum Disorder Program (ASDP) at Gloucester High School
The Autism Spectrum Disorder Program (ASDP) is a dynamic, student-focused program that aims to teach and support students in developing functional academic and life skills.
Classes consist of a maximum of 6 students with an ASDP teacher and two educational assistants who track progress, provide support, and are the primary contact with parents/guardians. Our ASDP students take a combination of the following non-credit courses: World of Work, Functional Literacy, Functional Numeracy, Personal Life Skills, Physical Education, Exploring My World, and a variety of other classes depending on scheduling opportunities. Student programming is outlined in their IEP, which consists of classes and expectations. The ASDP is a non-credit program and the students graduate with a Certificate of Accomplishment.
Community outings and Experiential Learning are key elements of the program. Upon graduation, our students are expected to generalize the skills that they have mastered across several domains; students develop community safety skills focusing on; sidewalk and street traffic safety, expected social and safety skills to participate in recreational activities such as swimming and skating, daily living skills like walking safely to a local food and drink vendor to learn, master and generalize skills required for ordering, paying for, and then eating a snack while practicing socialization skills with peers and adults.
In compliance with the Ministry of Education's Policy/Program Memoranda 140 and 156, Behaviour and communication skill development is a focus of the program. Applied Behavioural Analysis (ABA) strategies are incorporated into programming to support student’s academic needs and to promote expected and positive behaviours while fading and extinguishing interfering behaviours. In consultation with and the support of a Speech-Language Pathologist, programming is developed to advance student communication skills.
The classroom teacher and school board-based professionals assist with transition planning and are responsible for IEP development and a yearly IPRC meeting. The Service Coordination Support Roadmap is a good starting point for transition planning. If you have questions, need copies of documents or require support, please connect with your child's homeroom teacher.
END GOAL OF PROGRAM - For students to graduate at age 21 and be functional independent community members!
2020/2021 Dailey Schedule
** schedule may change slightly as we add in vocational skills, life skill development programming, outdoor education and field trips into the programming
The OCDSB supports students in a variety of ways including specialized ASD program classes. Key characteristics of these students in these classes include - impairments in basic communication skills, significant difficulty with social interactions, and challenges with self-regulation. Students may also have significant sensory needs.
Some students are very pattern and schedule-based, have sensory sensitivities, “Stim” - rock, pace and or flap and may show limited eye contact. Remember to:
Strategies for Instruction
Tips for Managing Behaviour
The major steps of the problem-solving process are usually:
There are many Local agencies and Community Resources available to support families.
Here is a list of useful books about Autism geared to help support parents and siblings.
Top 5 Beneficial Tips for Helping a Student With ASD
Additional links and references:
Autism Ontario. (n.d.). Webinar - ABA in Educational Settings with Tracie Lindbland | Autism Ontario. Retrieved March 20, 2021, from https://www.autismontario.com/node/460
Autism Speaks. (2018a). Autism and Challenging Behaviours: Strategies and Support. https://www.autismspeaks.org/sites/default/files/2018-08/Challenging%20Behaviors%20Tool%20Kit.pdf
Autism Speaks. (2018b, August 30). Books about Autism. https://www.autismspeaks.org/blog/books-about-autism
Ministry of Education - British Columbia. (2000). Teaching Students with Autism: A Resource Guide for Schools. http://aspergers.ca/wp-content/uploads/media-library/article/pdfs/teaching_students_with_autism.pdf
Ministry of Education - Ontario. (n.d.). Policy/Program Memoranda. Retrieved March 20, 2021, from http://www.edu.gov.on.ca/extra/eng/ppm/ppm.html
Ottawa Carleton District School Board. (n.d.-a). Autism Program (AUT). Retrieved March 20, 2021, from https://ocdsb.ca/cms/One.aspx?portalId=55478&pageId=213373
Ottawa Carleton District School Board. (n.d.-b). Ontario Secondary School Diploma Requirements. Retrieved March 20, 2021, from https://ocdsb.ca/secondary/programs/ontario_secondary_school_diploma_requirements
Service Coordination Support. (n.d.). SCS Roadmap | Service Coordination Support (SCS). Retrieved March 20, 2021, from https://scsonline.ca/scs-roadmap/
The educator’s guide to teaching students with autism spectrum disorders. (2009). Choice Reviews Online, 47(02), 47–0991. https://doi.org/10.5860/choice.47-0991