No abstract

The authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). Each classroom was responsible for conducting communication assessments and developing interventions focused on increasing functional communication. One intervention, the Picture Exchange Communication System (PECS™), was taught to three pre-service teachers and staff who implemented PECS™ with four students who lacked functional communication skills. The teachers were mentored as they implemented the appropriate level of PECS™ and developed communication books for the students to use in school, home, and other settings.

Recent studies on the use of iPad™, iPhone™, and iPod™ touch as assistive technology have been largely limited to young students with disabilities. The purpose of this project was to investigate the use of the iPad™ as an innovative employment support tool to increase the independence and success of young adults enrolled in a program that provides employment support through comprehensive services of life-coaching, job coaching, and therapy as these individuals transition into their adult roles. Case studies of three young adults with developmental disabilities that include autism spectrum disorder, ADHD, and Tourette's syndrome are provided. The case studies exemplify the development, implementation, and use of the iPad™ to support not only independence in daily living, but to enhance the interpersonal skills needed to contribute to a positive work experience and successful outcomes.

No abstract

Using the LexisNexis database, the authors examined 99 court cases on students-who were 3-21 years of age and with various forms of autism spectrum disorder-between 2007 and 2008. The authors coded and analyzed procedural and substantive violations to the Individuals With Disabilities Education Act and the provision of a Free and Appropriate Public Education using chi-square analyses. They compared results with earlier studies conducted from 2002 to 2004, which yielded relatively evenly split decisions between parents and school districts. Results indicate that school districts currently prevail at a 2:1 ratio over parents and that more outcomes result in split decisions (ties) with regard to overall outcome between the two parties than were reported in previous studies.