• 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

Growing Up Together Booklets

Classmates of a student with an ASD need information about autism . This information should be provided in a respectful manner and without stigmatizing the student on the autism spectrum.  Below are two booklets to help teachers and parents provide peer awareness training.  The booklets are provided below in printer-friendly format or you may purchase in large quantities from the E-Store at Indiana Institute on Disability and Community.

The Growing Up Together information was developed by the Autism Society of America and Indiana Resource Center for Autism (IRCA).  If you have any questions about how to use these materials, please contact  Kristie Lofland, Educational Consultant, IRCA.  Kristie can be reached at klofland@indiana.edu or (812) 855-6508.

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  Growing Up Together Booklet - for Elementary-aged School Children - pdf

"This booklet is about people you may meet who have autism and how you can be their friend."

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  Growing Up Together Booklet for Teens - pdf

"With your acceptance and help, a student with autism can do well at school and fit in with classmates.  With some understanding, a little assistance and inclusion in social activities, teens with autism may become great friends."

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Growing Up Together (sold in sets of 30).  This 4-page booklet on color, glossy paper is targeted to elementary-aged school children. It uses simple language to talk about what autism is and how to become friends with someone on the autism spectrum. Visit the E-StoreGrowing Up Together: Teens with Autism (sold in sets of 30).   This 4-page booklet on color, glossy paper is written for teenagers. It uses basic language to talk about what autism is and how to be friends with someone on the autism spectrum.  Visit the E-Store