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STUDENT SERVICES ADMINISTRATORS' ASSOCIATION OF MANITOBA<br />
REPORT FROM MEY'S STAKEHOLDER'S CONSULTATION MEETING<br />
SUPPORTING INCLUSIVE SCHOOLS:<br />
A Handbook For Developing and Implementing Programming<br />
for Students with Autism Spectrum Disorders<br />
May 5th-7:00-8:30 PM<br />
1970 Ness Avenue, Winnipeg<br />
Stakeholder Groups: Autism Society, Manitoba Families for Effective Autism Treatment, Parents, Health Sciences Centre,<br />
Student Services Administrators' Association of Manitoba<br />
Also Attending: Writing Team Members — Tim Thorne, Mark Robertson, Betty Ann Turner, Joey Kneish,<br />
a Tim Thorne facilitated the meeting and began by thanking those in attendance for volunteering their time<br />
to provide feedback on the draft of the Autism support document that they had to been sent in advance to<br />
review.<br />
a The target group for the support document was identified as classroom teachers<br />
a Questions from the group included clarification on the intent of the document ie. written as a "self-help"<br />
manual vs. as providing an awareness of collected information (best practices) for working with children<br />
with autism<br />
a Concerns were raised that there be some clarification around what is feasible and possible to expect of<br />
classroom teachers given the number of students they deal with in regular classes and the number of other<br />
special needs children that might be included in their classroom - need acknowledgement of what is<br />
practical and functional<br />
a Concerns were raised regarding how teachers would know which strategies to choose and when to use<br />
them<br />
a Concern was raised that this support document might create a false sense of security amongst teachers in<br />
believing that it provided all the support needed to program effectively for students with autism - felt that<br />
there was clarification needed regarding the importance of not trying to work in isolation of other<br />
resources<br />
a Feeling expressed that there needed to be more emphasis on assessment beyond on-going observation -<br />
teachers and other support team members needed to be taught what they were looking for and what a<br />
particular observation indicates — need to use those observations to make decisions regarding where to go<br />
next<br />
a Request that the book stress the importance of consistency of programming, expectations, personnel, etc.<br />
in working with children with autism spectrum disorder<br />
a Suggestion that the book needed to establish a consensus of what the important focus areas are - still a<br />
need for advocacy<br />
a Request made that supports in dealing with sexuality should be added for parents of adolescents with<br />
autism spectrum disorder<br />
a General consensus that support document would be well-received by classroom teachers and this it was an<br />
important step in providing resources to teachers and parents<br />
a Point made that there are few resources outside the perimeter for parents or teachers of children with<br />
autism - need to find creative ways through technology of getting information out — Joey mentioned upcoming<br />
tele-health session on autism being offered through local health centres as an example of the<br />
recognition of and response to that need<br />
a Next draft probably ready for review in 7-8 weeks.
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