Criterion
  Two:

The
  identified Autism Spectrum Disorder results in activity limitations and
  participation restrictions for the student at school requiring significant education adjustments.

Prompts
  for ASD Criterion 2 have been developed to assist with the completion of
  Criterion 2 information.  It is
  important to note that both Criterion 1 and Criterion 2 must be
  accepted to meet Education Queensland requirements. These prompts are
  intended to guide school teams in personalising verification information
  regarding the functioning and related significant adjustments for individual
  students.

It is vital
  that Criterion 2 documentation reflects that the adjustments implemented are
  a direct response to the impact of the student’s diagnosis of ASD on
  their school functioning.  Accordingly,
  linking the significant adjustments currently in place with the activity
  limitations and participation restrictions identified is essential.

Please note:

·       
  These
  prompts are intended as a guide to
  assist school teams in recording the evidence
  required for Criterion 2. 

·       
  It is not essential to answer every prompt
  or to present information in the exact order of the prompts.

·       
  It is
  only necessary to record information once in the most appropriate section,
  rather than repeating information across the different focus areas of Criterion
  2.

·       
  Criterion
  2 information should be a summary demonstrating
  the educational impact of the
  student’s impairment and functioning at school and the associated significant education adjustments
  that are currently occurring for
  the student.

·       
  When
  describing adjustments specific, contextual examples should be
  provided.

·       
  When
  providing explicit descriptions or anecdotal information about a student
  please be mindful of accountability and the document being accessible to various
  stakeholders, including parents.

·       
  Recommendations
  provided by private therapists and specialists are relevant to the
  verification process only when  implemented as part of the student’s current
  school program. 

·       
  Only
  information and adjustments pertinent to ASD and the individual student’s
  functioning can be taken into consideration. 

·       
  Copying and
  pasting generic lists of adjustments that have not been personalised or
  contextualised to represent the educational needs of individual students is
  not appropriate.

·       
  Curriculum
  planning documents, individualised plans and support timetables may be attached to the verification
  request to support Criterion 2 information. Please note it would be expected that individualised planning
  would be in place for a student requiring significant education adjustments.

·       
  It is
  helpful to be explicit in identifying and describing the role of any
  specialist staff involved in providing or recommending adjustments in
  response to a student’s functioning.

·       
  “Specialist
  staff” includes special education teachers, heads of special education services,
  guidance officers, advisory visiting teachers, occupational therapists, speech
  language pathologists and psychologists.

For the purposes of verification, significant
  education adjustments:

·  
  are personalised

·  
  may
  benefit all/other students, but are essential
  for the identified student to access and participate in the curriculum,
  school activities and environment

·  
  must be specific and targeted to the
  identified impairment and the individual student

·  
  include
  the range and breadth, frequency and intensity of
  adjustments that are currently in place for the student.

Please refer to the following for more information on legislative
  requirements and departmental strategies for students with disability:

  
• Disability Standards
         for Education

 

(http://www.deewr.gov.au/Schooling/Programs/Pages/disabilitystandardsforeducation.aspx)

  
• Curriculum provision to students with disability

 

(http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-disability.pdf)

  
• Adjustments for
         students with an autism spectrum disorder

 

(http://education.qld.gov.au/staff/learning/diversity/educational/asd.html)

  
• Positive Partnerships:
         Supporting school age students on the Autism Spectrum

 

(http://www.positivepartnerships.com.au)

CURRICULUM

PROMPTS  FOR SCHOOL TEAMS

Consider the prompts and include information relevant
  to the verification request.

Achieved Curriculum

Teaching Strategies

Staff Resources

Educational Resources

Specialist Staff Support

Use of Assistive Technology

Assessment/Reporting

Consider relevant curriculum planning documents, assessment, and
  reports in collating the information for this section.

Describe the student’s:

  
• current achievement levels, strengths and weaknesses within the
         curriculum in comparison to same age peers

  
• differences in functioning across the KLAs

  
• current developmental levels, information processing and learning
         styles

  
• learning requirements if engaging in curriculum at a year level
         different to same age peers

  
• use of assistive technology to support curriculum activities.

 

Describe the student’s ability to:

  
• store, retain, recall and generalise
         information across curriculum activities

 

  
• interpret, select, plan, research and synthesise information
         required in curriculum activities

  
• apply knowledge and skills in different contexts or environments

  
• demonstrate flexibility of thinking and ability to focus on areas
         outside of their personal interests.

 

Describe any contextual or environmental factors which impact on the
  student’s ability to engage in the curriculum.

Provide a summary of the achieved outcomes from any targeted programs
  implemented to support the student in accessing and achieving curriculum
  expectations.

In response to the student’s functioning described above, outline the:

·       
  pedagogical adjustments and strategies additional to classroom
  differentiations routinely made by teachers

·       
  extra resources necessary for the student to access the curriculum

·       
  targeted and individualised interventions, adjustments, specialised
  programs currently occurring

·       
  role of personnel providing assistance and in which setting/s,
  including teacher aide/s

·       
  strategies implemented on advice from specialist staff (both EQ and
  outside agencies) to support the student at school

·       
  assistive technology useful in allowing the student to access the
  curriculum (e.g. to accommodate processing, motor, motivational, other needs)

·       
  modifications made to assessment and reporting.

Outline the individualised
  plans currently in place to support the student’s engagement in the
  curriculum. Please note individualised plans may be attached to the
  verification request to support Criterion 2 information.

COMMUNICATION

PROMPTS  FOR SCHOOL TEAMS

Consider the prompts and include information relevant to the
  verification request.

Receptive

Expressive

Pragmatics (language use)

Speech

Specialist Staff Support

When completing this section, consider the
  student’s communication skills compared with their same age peers and any
  contextual or environmental factors impacting the student’s ability to
  communicate within the school environment.

Describe how the student demonstrates their understanding
  of language and uses language to communicate:

  
• in the classroom

  
• in other learning environments

  
• to meet personal needs

  
• to receive information appropriately (comprehension)

  
• when processing and following instructions

  
• to convey information/thoughts appropriately

  
• in formal and social conversation

 

  
• when metaphors and literal language are used

  
• when interpreting gestures and non-verbal
         body cues and language

  
• with familiar and unfamiliar peers and
         adults within the school environment.

 

Describe any requirement for alternative or
  augmentative communication to facilitate effective communication.

Describe the specialist support staff involved in
  the development of strategies specific to addressing the student’s
  communication needs at school.

In this section outline the targeted
  interventions and associated significant adjustments specific to
  communication needs as identified across the areas of receptive, expressive, pragmatics, speech and specialist support staff.

In response to the student’s functioning
  described above, outline the:

·       
  extra resources necessary to allow the student to communicate

·       
  targeted and individualised interventions, adjustments, specialised
  programs currently occurring

·       
  role of personnel providing assistance and in which setting/s,
  including teacher aide/s

·       
  strategies implemented on advice from specialist staff (both EQ and
  outside agencies, including speech language pathologists) to support the
  student at school

·       
  assistive technology allowing the student to communicate

·       
  strategies in place to assist with speech sound production.

Outline the individualised plans currently in
  place to support the student’s communication.  Please note individualised plans may be
  attached to the verification request to support Criterion 2 information.

SOCIAL PARTICIPATION /

EMOTIONAL WELLBEING

PROMPTS  FOR SCHOOL TEAMS

Consider the prompts and include information relevant to the
  verification request.

Social/Interaction Skills

Self-Management Strategies

Individualised Plans

Use of Social Development Resources

Specialist Staff Support

When completing this section, consider the
  student’s social skills and emotional wellbeing compared with their same age
  peers and any contextual or environmental factors impacting on the student’s
  ability to socialise and self-regulate within the school environment

Describe the student’s social/interaction skills
  including:

  
• ability to learn and develop socially
         appropriate skills

  
• reciprocity in conversations and/or ability
         to share and take turns

  
• understanding the consequences of actions

  
• ability to relate to others socially - interpret,
         consider others’ thoughts and feelings and/or predict social situations
         and responses

  
• friendship skills, participation in
         recreational activities

  
• maintaining socially appropriate behaviour
         in a range of settings, e.g. breaks, transitions and free time

  
• ability to make decisions, request
         assistance and/or solve problems.

 

Describe the student’s self-management strategies
  including:

  
• emotional regulation skills (understanding
         self and appropriate coping strategies)

  
• anger/aggression management and/or conflict
         resolution

  
• taking responsibility for actions

  
• ability to cope with non-preferred
         activities.

 

Describe any anxious, repetitive, rigid and/or
  obsessive behaviour.

In response to the student’s functioning described
  above, outline the:

  
• targeted and individualised interventions, adjustments
         and specialised programs currently
         occurring

  
• role of personnel providing assistance and
         in which setting/s, including teacher aide/s

  
• individual or small group programs being
         implemented to assist and improve the student’s social skills, self-esteem,
         ability to cope with the school day

  
• individualised resources/visuals (e.g. ‘what
         to do’ stories, incident reports, social
         ‘scales’)

  
• school-based social/emotional programs in
         place that the student requires individual additional support to access

  
• alternative environments accessed by the
         student to assist self-regulation

  
• strategies implemented on advice from
         specialist staff (both EQ and outside agencies, e.g. AVT ASD, AVT
         Behaviour, Guidance Officer, AQ consultant) to support the student at
         school.

 

Outline the individualised plans currently in place to support the
  student’s social participation and emotional wellbeing.  Please note individualised plans may be
  attached to the verification request to support Criterion 2 information.

LEARNING ENVIRONMENT/ ACCESS

PROMPTS  FOR SCHOOL TEAMS

Consider the prompts and include information relevant to the
   verification request.

Classroom Environment

Non-Classroom Environment

Organisational skills

Sensory Needs

Transition Skills

Specialist Staff Support

When completing this section, consider the
  student’s ability to access the learning environment compared with their same
  age peers and any contextual or environmental factors impacting on the
  student’s ability to access the school environment.

The learning environment includes both classroom
  and non-classroom environments, including special education and learning
  support areas, the playground and assembly.

Describe the student’s:

  
• responsibility for belongings and self

  
• attention and concentration

  
• response to sensory input, e.g. noise, lights, textures, smells, proximity,
         taste

  
• decision-making ability

  
• ability to transition from one task or activity to another

  
• ability to transition from one setting to another, e.g. class to
         playground, class to specialist lesson, school to work experience

 

  
• use of assistive technology and specialist equipment

  
• ability to organise themselves and function independently.

 

In response to the student’s functioning
  described above, outline the:

  
• adjustments responding to the student’s individual needs additional
         to classroom differentiations that are routinely made by staff

  
• targeted and individualised interventions, adjustments, specialised
         programs currently occurring

  
• role of personnel providing assistance and in which setting/s,
         including teacher aide/s

  
• strategies implemented on advice from specialist staff (both EQ
         and outside agencies) to support the student at school

  
• changes made to the physical environment to support sensory,
         organisational or motor challenges.

 

Outline the individualised plans currently in place to support the
  student’s access to the learning environment. 
  Please note individualised plans may be attached to the verification
  request to support Criterion 2 information.

HEALTH AND PERSONAL CARE, SAFETY

PROMPTS  FOR SCHOOL TEAMS

Consider the prompts and include information relevant to the
  verification request.

Health Management

Risk Management

Self-Care Skills

Specialised Self-Care Procedure

Individualised Plans

Specialist Staff Support

When completing this section, consider the
  student’s health and safety needs compared with their same age peers and any
  contextual or environmental factors impacting on the student’s ability to participate
  in school activities.

Describe the student’s:

  
• behaviours placing their own or others’ safety at risk

  
• personal and/or self-care skills

  
• specialised health support/procedures (including degree and
         frequency)

  
• individualised eating, drinking and dietary requirements

  
• individualised essential hygiene routines

  
• medications prescribed in relation to anxiety, concentration, at-risk
         behaviours, ASD related medical conditions.

 

In response to the student’s functioning
  described above, outline the:

  
• targeted and individualised interventions, adjustments, specialised
         programs currently occurring

  
• role of personnel providing assistance and in which setting/s,
         including teacher aide/s

  
• strategies implemented on advice from specialist staff (both EQ
         and outside agencies) to support the student at school.

 

Outline the individualised plans currently in
  place to support the student’s health, personal care and safety.  Please note individualised plans may be
  attached to the verification request to support Criterion 2 information.