Information Gathering/Data Collection

What does the receiving school or program need to know about the student with ASD? The answer is simple … as much as possible!

The more information and knowledge teachers, support staff, students and other members of the school community have, the greater the likelihood of a successful transition for the student with ASD. When people lack knowledge they may ignore, assume, draw incorrect conclusions or avoid contact with a student with special needs. For children with ASD whose disability includes poor social skills and the inability to interpret interactions or reactions, the lack of individual and community knowledge can be devastating.

Direct service providers require the most detailed information in order to provide services, instruction and a safe, welcoming learning environment. Information should include:

• Personal information such as likes, dislikes, etc.
• Medical information, including medical history and an emergency plan, if needed
• Education programming suggestions, including the IEP and effective instructional strategies
• Ideas for adaptations and supports, such as assistive technology and equipment
• Recommendations for physical impairments
• Expressive and receptive communication strategies
• Reinforcement strategies
• Positive behavioral supports
• Problem-solving techniques and team notes
  (Demchak & Greenfield, 2003)

A comprehensive explanation of the above list with accompanying forms may be found in “Transition Portfolios for Students with Disabilities” listed in the Resource section. Another exceptional tool is the Transition Checklist developed by Brenda Myles and Adreon in their book Asperger Syndrome and Adolescence. The checklist can be modified and adapted for use in transition planning for young children with ASD. (Myles & Adreon, 2001, )

Other members of the school community may not need a portfolio of information on the ASD child. However, general knowledge of the disability, its characteristics and how best to welcome and respond to the student is important (Click here to learn more about ASD characteristics). Adolescents are at an awkward age when being different can be their greatest fear. Feeling vulnerable themselves’ and figuring out how to “fit in” can get in the way of understanding others. This makes it even more critical for disability awareness and sensitivity training.

Finally, students, have an important and significant need to know. Knowledge, awareness and understanding are critical to the acceptance of a child with disabilities. Information on the child’s means of communicating, interests, reactions to stress and how to successfully interact with or respond to the child is important to the development of a positive learning environment and sense of community for everyone. Don’t overlooking the students as part of the transition process. Classmates are an important component in any child’s school day.

While ASD adolescents pose unique challenges when planning a transition they are also an excellent source of information. Unlike younger children, they know and can better express their likes, dislikes and preferences—whether we want to know or not! One method of collecting student-generated information is through person-centered planning. A mapping process or futures planning meeting is a natural, more relaxed and informal forum to gather personal information. The setting is less formal and includes anyone and everyone who has personal knowledge of the student. It looks to the future in a positive and constructive manner building on the collective knowledge and experiences of family, staff and friends. The student can be interviewed individually prior to the meeting and his/her information included in the futures planning meeting or transition profile.

Information from a futures planning meeting, including the student’s insights can be found in Appendix C. You can see from the lists that it is a very positive, sensitive and proactive look at the wants and wishes of those who know the student best. It is an invaluable planning tool. More detailed information on mapping or futures planning can be found in the ICAN Module on Person-Centered Planning.

A sample Transition Profile is located in Appendix D. The Profile also includes student-specific, personal information not often found on a student’s IEP. Both the Futures and Transition Profile are important sources of information.