Professional Learning and Ethical Practice
The primary focus of this domain is on the ability to demonstrate how to use deep understanding of ASD to address the social and ethical issues that affect the education of individuals with ASD in a professional and ethical manner.
This domain requires the demonstration of understanding of definitions and issues related to identification, the continuum of placement and services, historical foundations as well as current trends and practices in the field of ASD.
These artifacts highlight the ability to professionally and ethically interact with caregivers and recognize the effect of core and associated characteristics on family dynamics and functioning. They will show how to help others to actively engage individuals with ASD in individualized education and life planning through the incorporation of individual strengths to reinforce and maintain essential communication and social skills. This includes the ability to model (when appropriate) assistive technology and augmentative or alternative communication aids. Evidence for this domain showcases the ability to enhance self-determination, self-advocacy, and community and family support, and impact in the lives of individuals with ASD
In this program, we have specifically focused on the importance of using age-appropriate EBPs to evaluate and address the needs of students with ASD in this domain.
4.1 Knowledge of the definitions and issues related to the identification of ASD
This artifact is a quiz from the Autism Internet Modules (AIM) module on screening across the lifespan for ASD. This module covered red flags, screening tools, and identifiable characteristics across the lifespan of individuals with ASD.
4.2 Knowledge of the continuum of placement and services
This artifact includes summaries of different articles read for SPED 756. These articles focus on the IDEA principle of Least Restrictive Environment, which looks at the continuum of placement and services for students with disabilities and what considerations are necessary when placing a child.
4.3 Knowledge of the historical foundations and classic studies of ASD
This artifact is an assignment in which I discussed a significant event in the history of ASD. I chose to examine the introduction of the DSM-5 in 2013. This edition of the DSM made several changes to ASD and related disorders that impacted how ASD is identified.
This artifact is a PowerPoint presentation on teaching students with High Functioning Autism (HFA). This presentation includes suggested practices to use to address specific skill deficits for learners with HFA.
4.5 Knowledge of the concepts of self-determination, self-advocacy, community and family support, and impact in the lives of individuals with ASD
This artifact is an assignment where I examined the impact on a family with an individual with disabilities as well as the role parents and family play in supporting that individual.
This artifact is an interview I conducted with a family on the impact of having a member of the family with ASD. I also compared the experience of the interviewed family with experiences described in Hodgetts (2015).
4.7 Knowledge of the social and ethical issues that affect the education of learners, families, and professionals
This artifact is a video where I discuss the video "Don't Limit Me". This video presents some of the social and ethical issues that learners with disabilities face in school. The main theme of the video is the limitations placed on learners simply because they have disabilities, but we should expect more from them and teach them the same skills we teach all students.
4.8 Teach others to actively engage individuals with ASD in individualized education and life planning
This artifact is my certificate from the AFIRM Module on Peer-mediated Instruction and Intervention. This type of intervention supports positive and meaningful social interactions between peers and individuals with ASD. This means that both individuals with ASD and their peers benefit from the instruction. The peers learn to interact and support their friends with ASD and the learners with ASD learn skills that allow them to actively engage with their peers.
4.9 Teach others to use individual strengths to reinforce and maintain skills
This artifact is an assignment where I discuss using preferred activities as reinforcement for developing and maintaining skills. By using preferred activities and using strengths, individuals are more motivated to practice and continue using developed skills.
4.10 Model the use and implementation of assistive technology and augmentative or alternative communication to aid in comprehension and learner engagement
This artifact is a certificate for completing the AFIRM module on Picture Exchange Communication System (PECS). PECS is an alternative communication that increases learner engagement. This module demonstrated how to plan, use and monitor progress using PECS as an alternative communication method.