Lauren Smith

EDUC 2301-702
04/13/20

Part 1: List the modules and the hours:

Module 1: Autism Spectrum Disorder: An Overview for Educators (2 hours)
Module 2: Autism Spectrum Disorder (Part 2): Evidence-Based Practices (3 hours)
Module 3: IEPs: Developing High-Quality Individualized Education Programs (3
hours)
Part 2: Briefly describe each module:
Module 1: This module addresses ASD and the how to recognize strengths, early signs,
and strategies to work with the parents with children who have ASD.
Module 2: This module is an addition to the part 1 on ASD. This one discusses defining
characteristics of ASD and how when and why to use the EBPs.
Module 3: This module explains what an IEP is and the importance behind using one. It
discusses how to create an IEP and the errors that can occur along the way.
Part 3: Reflection
After watching the modules, I am more informed of Autism Spectrum Disorder and what
it entails. One specific piece of information that the videos has taught me is that contrary to
popular belief, only rarely do individuals with autism spectrum disorders actually demonstrate
special skills. In fact, only 38% of children diagnosed with ASD also have an intellectual ability.
According to the textbook these individuals who possesses special skills in areas such as math,
memory, art, music, or reading are known as autistic savant. This was helpful information
because it is sometimes hard for other students to understand their peers who are different from
them without creating stigmatisms. This helps clear a stereotype that is associated with students
with autism. Another aspect of students with ASD that is discussed in the modules is their
inability to conduct healthy social interaction. In most ASD cases we see students unable to
share, unable to understand personal space, and in some cases causing physical distress to their
peers. The textbook helps better understand the reason for this through a hypothesis known as
theory of mind. This explains an individual’s inability to comprehend that others have their own
unique point of view about the world from their own. The modules also have taught me that early
intervention for children with ASD begins with the development of a family plan. The textbook
refers to these plans as an individualized family service plan. One service that is available within
these strategies is known as transition. The transition service helps get the student who has ASD
ready for adulthood and work. According to the modules, the IEP and IFSP are designed to best
assist the child and their educational needs in order to reach their full potential. The modules
have taught me that these students are required to be in the LRE which is the least restrictive
environment. I have learned that this can mean being taught in the general population. The
textbook touches further on this subject by discussing something known as the 504-
accommodation plan. This requires that schools develop a customized plan to meet the unique
Lauren Smith
EDUC 2301-702
04/13/20

needs of the individual with ASD. This plan should include strengths, weaknesses, and
accommodations made within the public classroom to help the child be assisted appropriately.
In conclusion, the modules I observed have taught me that there are many steps and
procedures that are taken to ensure that the child with ASD are being properly taken care of. The
videos helped me better understand the early signs of children with ASD along with how to
properly treat and understand them. I now feel more knowledgeable about IEPs and their
importance along with knowing the guidelines for creating an effective one.