The ASD Nest Program

Abstract

The rate of children being diagnosed with autism spectrum disorders (ASD) has risen dramatically, to an estimated 1 in 150 children. Under the Individuals With Disabilities Education Improvement Act of 2004 (IDEA), children with ASD are entitled to a free appropriate public education in the least restrictive environment. To ensure this, school districts are looking for ways to educate children with ASD that address their core challenges in least restrictive settings. The New York City Department of Education developed the ASD Nest Program to facilitate successful learning in an inclusive classroom. Essential to the success of the program are classroom modifications and a variety of strategies designed to meet the specific academic, behavioral, sensory, and social needs of students with ASD. 6 COUNCIL FOR EXCEPTIONAL CHILDREN

Does the learning environment ‘make the grade’? A systematic review of accommodations for children on the autism spectrum in mainstream school

“…It is possible that comprehensive approaches involving multiple professions could be the most effective way to address this complexity. While several comprehensive programs for school students with ASD have been developed [123][124][125][126][127][128][129][130], no evaluation of any such intervention was identified for the present review. Moving forward, co-operation and more focus on environmental factors seems crucial to reduce barriers and develop more inclusive agendas.…”

Collaborative Teams: Teachers, Parents, and Allied Health Professionals Supporting Students With Autism Spectrum Disorder in Mainstream Australian Schools

“…Each therapeutic discipline targets specific attributes and skills to improve cognitive, physical, and communicative efficacy to facilitate increased participation and confidence in personal, academic, and social settings. AHPs often focus on therapeutic methods and programs to improve school preparedness and performance, such as daily functioning, adaptive behaviour, executive functioning, and social communication (Blacklock, Perry, & Geier, 2014;Koenig, Bleiweiss, Brennan, Cohen, & Siegel, 2009;Schaaf et al, 2014;Tanner, Hand, Toole, & Lane, 2015). For instance, psychologists typically play a fundamental role in the assessment and ongoing management of the psychological needs of individuals with ASD, as well as support for common comorbidities, such as anxiety and depression (Gillis & Beights, 2012).…”

Square pegs in round holes: The mainstream schooling experiences of students with an Autism Spectrum Disorder and their parents

“…This program involves 'nest classrooms' within mainstream primary schools, which are comprised of students with ASD and typical peers (Koenig, Bleiweiss, Brennan, Cohen & Siege, 2009). One of their strategies is to give students with ASD opportunities to make choices in the classroom throughout the school day.…”

“…(Koenig et al, 2009, p. 9). Providing small choices throughout the day gives students with ASD a sense of control and this has been found to increase their engagement in classroom activities and decrease their non-compliance (Koenig et al, 2009). This is a simple strategy that could be implemented by classroom teachers in other jurisdictions.…”

“…Parents in this study perceived that there was a support mismatch and that their children required more one-on-one support, despite students not wishing to appear different. One improvement could be an increased emphasis on small group work within the mainstream classroom with a specialist teacher/teacher's aide or in a satellite class within mainstream school that contains both students with ASD and mainstream peers (see ASD Nest Program, Koenig et al, 2009). This could be supplemented with individualised curriculum modifications to support student learning and participation.…”