Inclusive Programming for High School Students with Autism or Asperger's Syndrome

Sheila Wagner, MEd is a certified special educator who has been in the field of autism spectrum disorder (ASD) for over thirty-five years and retired from the positions of assistant director of the Emory Autism Center at Emory University and director of the Monarch School-Age Program. She is author of Inclusive Programming for Elementary Students with Autism, Inclusive Programming for Middle School Students with Autism, Inclusive Programming for High School Students with Autism, Understanding Asperger's Syndrome-Fast Facts: A Guide for Teachers and Educators to Address the Needs of the Student, and Special People Special Ways. Ms. Wagner has published widely in this field, including two books (for elementary and high school students with ASD), which both won the Autism Society of America's Outstanding Literary Work of the Year (2001 & 2010).

• DedicationThanks toForeword by Michelle Garcia WinnerIntroductionAcronymsPart I: High School, Here We Come!The High School MentalityTransitioning from Middle SchoolCharacteristics of Typically DevelopingHigh School StudentsCharacteristics of High School Students with AutismCharacteristics of High School Students with Asperger’s SyndromePart II: Educational IssuesRestructuring High Schools for InclusionRegistrarsFour-year versus Five-year ProgramsCourse SelectionHonors/AP ClassesDropping Out of SchoolForeign Language RequirementsCollaborative Classes, Co-teaching and Inclusion ClassesStudy-Abroad Programs/Exchange ProgramsIndependent Study ProgramOnline CoursesHome SchoolingAthletic EmphasisOrganizational Skills at the High School LevelIEP Goals and ObjectivesAcademic Accommodations/ModificationsGraduation RequirementsSummer CourseworkRubricsPrivate High SchoolsAsperger’s and Giftedness: “Twice Exceptional” StudentsPart III: Behavior ProgrammingBehavior Programming and Adolescent AngstPositive Behavior PlansPunishment-Based Behavior ProgrammingTeaching Consequences to Students with ASDMotivation versus Cognitive ProcessingZero-tolerance and Discipline StandardsThe Out-of-Control StudentLegal IssuesYou’re Under Arrest! ASD and Law EnforcementBullying and Peer VictimizationRelated TopicsPart IV: The Social SceneSocial Skills OverviewSocial Skills AssessmentIEP ObjectivesActing ProactivelyTeaching Social Skills in High SchoolDeveloping FriendshipsPeer ProgrammingMusic ProgramsProm Night and DatingThe Social-Sexual ScenePuberty, Adolescence, and Sex EducationBefore-/After-School ActivitiesPart V: Adaptive/Vocational OptionsAdaptive SkillsWork Exploration ProgramsVocational ActivitiesFunctional Academic SkillsDomestic LivingLeisure Time in the CommunityDriving Permits/PrivilegesVocational Rehabilitation EvaluationPart VI: Transitioning to the Adult WorldLong-term PlanningInforming Students about their DisabilityDiplomasGEDsGraduation: Age 18 or 21?College Introductory ClassesFinding a College or UniversityAssociate’s DegreesPlanning for Inclusion into the CommunityAdult ServicesPart VII: Words of WisdomAppendixResources for Successful Inclusion ProgramsReferences