| Abstract: |
The Beyond Access model, a student and team supports planning model, was implemented with a single student who had been integrated into a general education classroom. Preliminary findings are presented through a case study of the 10-year-old student with autism, who, previous to the study, was reported to have an academic level of 18 months to 24 months. A 4-phase process for designing and evaluating supports led to improved collaborative teaming among team members, clarification of priority learning goals for the student, increased engagement and opportunities for learning by the student in the general education curriculum, and improved augmentative and alternative communication outcomes. Potential limitations and costs of the model include staff-time commitment and the involvement of a mentor to guide the process. |
