• Academic Supports for College Students with an Autism Spectrum Disorder
• Advice from Adults with Autism Spectrum Disorder to Teachers Regarding Literacy Instruction
• Advice for Peer Tutors
• Applying the Ziggurat and CAPS Model in Your School District
• Aspects of Support for Learning
• A Young Adult's Guide to Deep Breathing as a Relaxation Technique: A Personalized Fact Sheet
• Can Schedule Usage Training Include Elements of Literacy Instruction?
• Clean Up Your Act! Creating an Organized Classroom Environment for Students on the Spectrum.
• Change is Good! Supporting Students on the Autism Spectrum when Introducing Novelty
• Classroom Choreography: The Art of Scheduling Staff and Students
• Complexities of Instructional Support
• Creating a Circle of Support
• Critical Features of Early Intervention: Merging Best Practices
• Developing Long Term Relationships Between School and Parents
• Early Intervention for Young Children on the Autism spectrum: Parent’s Perspective
• Educating Students with Autism: Are There Differences in Placement?
• Establishing Long Term Goals: What Are We Hoping to Achieve
• For General Education Teachers: Helpful Questions to Ask About Students with ASD
• Get Engaged: Designing Instructional Activities to Help Students Stay On-Task
• "Ham It Up and Get It Cookin!!" Thoughts From Dr. Greenspan
• Home-School Communication
• "I Can Do It Myself!" Using Work Systems to Build Independence in Students with Autism Spectrum Disorders
• “I Wake Up for MY Dream!” Personal Futures Planning Circles of Support, MAPS and PATH
• Life After High School...So Now What
• Literacy Resources
• Lovaas Revisited: Should We Have Ever Left?
• Making the Most of Morning Meeting
• Motivating Students Who Have Autism Spectrum Disorders
• Moving from Preschool to Kindergarten: Planning for a Successful Transition and New Relationships
• Peer Support Programs
• Promoting the Educational Success of Students with Autism: The Role of the Parent-Staff Relationship
• Planning for Successful Transitions Across Grade Levels
• Practical Steps to Writing Individualized Education Program (IEP) Goals: And Writing Them Well
• Practical Recommendations for Utilizing a Range of Instructional Approaches in General Education Settings
• Recognizing Different Types of Readers with ASD
• Reframing Our Thinking and Getting to Know the Child
• Restricted Repertoires in Autism and What We Can Do About It
• School Cultures that Support Students Across the Autism Spectrum
• Service Learning: Something to Think About
• Supporting Staff Using Coaching Model
• Supporting Students with Asperger's Syndrome
• Teaching Students Who Are Low-Functioning: Who Are They and What Should We Teach?
• Theory of Mind in Autism: Development, Implications, and Intervention
• There is No Place Called Inclusion
• The Road to Post-Secondary Education: Questions to Consider
• Tips for Teaching High-Functioning People with Autism
• Tips to Consider When Including a Student with ASD in Art, Music, or Physical Education
• Transition: Preparing for a Lifetime
• Transition to Middle School
• Transition Time: Helping Individuals on the Autism Spectrum Move Successfully from One Activity to Another
• Understanding the Design and Power of a Personal Schedule
• Using Visual Schedules: A Guide for Parents
• Who Are We Working for Anyway? Avoiding Personal Agendas at Meetings to Better Support Individuals Across the Autism Spectrum
• Structured Teaching Strategies: A Series
• Growing Up Together
• How to Open A Combination Lock/Locker
• Supporting Youth with Autism Spectrum Disorders Through Postsecondary Transition
  • Predictors of Positive Transition
  • Tips for Writing Transition IEP Goals
  • Employment or College?
  • Timeline for Supporting an Individual with ASD Through Transition

Home-School Communication

As the school year begins, there is no more important task than identifying how communication will occur between home and school. In many ways, systems of communication can set the stage for how relationships unfold over the course of the school year. Establishing a trusting relationship is critical, especially when working through challenges that may occur. The following sample forms can be used between home and school. Whatever form you choose, remember that your positive comments should always outweigh your negative comments. We wish you all the best for a wonderful school year experience. Enjoy your students on the autism spectrum. Each has many positive and wonderful gifts to share.

Special thanks to the Autism Leadership Network of Indiana for contributing many of these forms and to Brenda Smith Myles for her contributions.

Form/Handout 1 (PDF 306 KB)

Form/Handout 2 (PDF 224 KB)