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Final Copy: Leadership and Advocacy Presentation Outline

I. Session title: “Advocacy, Collaboration, and Teacher Leadership to Support Students

with Autism”

II. Introduction/Purpose of the session

a. Participants will learn how to examine their own actions, motivations, and habits

to understand how they already demonstrate leadership and advocacy skills. They

will learn how to further develop their leadership and advocacy skills to serve

students with autism spectrum disorder (ASD).

b. No one teacher, staff member, or administrator can meet all the needs of a student

with ASD, meaning that collaboration with other professionals is essential to the

student’s success.

c. Intentional instruction on productivity and collaboration strategies will allow

participants to learn about how they can improve their work habits and

interactions with each other, paving the way for them to serve students with ASD

together.

III. Hook/Attention Getter

a. Say: Please close your eyes and envision various leaders in the education field.

What or who do you see? Please write down your answers on the small paper in

front of you. (Anticipated answers: Supervisors, directors, principals or assistant

principals, a superintendent). Now, you will have the opportunity to discuss with

the members in your group what comes to mind when you think of a leader. After
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5 minutes, select one spokesperson for your group to share with everyone a

summary of your group’s ideas.

b. Why have you not envisioned yourself or your teacher colleagues who work

beside you? Teachers and other staff members are leaders in their own right, but

many of us forget this.

c. We have the capacity and the foundational skills to influence decisions that affect

students with ASD and other disabilities. We can advocate best for them because

we are the ones directly teaching them; we know when something is missing or

not working for them. Our students naturally look to us for leadership and we

need except this role in an intentional way.

d. Advocacy and collaboration are essential components of leadership. Leaders in

education actively seek opportunities to advocate and collaborate with each other

to benefit students with ASD. When there are no obvious opportunities, they

create them.

IV. Productivity strategies to be modeled and discussed

a. The kaizen kanban is a great tool to improve productivity among teams of various

disciplines.

i. This is a visual system that would let everyone in the team know about the

stages of various collaborative projects or tasks (Bouchereau, 2016).

ii. Members know from looking at the display board which projects or tasks

should be completed next.

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iii. As work is performed, team members write, erase, or move tasks to and

from columns for others to see (Bouchereau, 2016).

iv. Present a sample kanban board.

v. Teacher have 5 minutes to use given materials and create a kanban board.

They can take it back to their team after the PD to form a collaborative

version.

b. Understanding one’s habits, strengths, and learning style can lead to greater

productivity (Hasson, 2019).

i. Present sample survey from the work of Hasson (2019).

ii. Teachers and staff members take a survey on various work habits to learn

more about themselves, as this knowledge is important to have (Hasson,

2019). It affects how they go about performing any work.

iii. Staff members discuss similarities and differences with each other.

iv. Posed question: How would you work with several team members who

have different work habits? The group will write their answers on chart

paper.

c. Creating routines can reduce one’s mental load and improve efficiency at work

(Hasson, 2019).

i. We know that teachers and support staff often must participate in new

initiatives, or they are occasionally given new responsibilities. This can

create a feeling of things being out of control.

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ii. Someone with a long, generalized to-do list is bound to fall victim to

procrastination, distractions, and confusion which results in loss of time

and energy (Hasson, 2019).

iii. Allow participants to take 5-10 minutes to write out a to-do list and

organize it in a pre-prepared weekly timetable on paper.

V. Collaboration strategies to be modeled and discussed

a. Intentional time for collaboration, such as Professional Learning Communities

(PLCs) to examine how to differentiate instruction (Hewitt & Weckstein, 2012).

i. Teachers can examine 1e of the Charlotte Danielson framework

(designing coherent instruction – differentiation) together, utilizing data to

guide this activity (Hewitt & Weckstein, 2012).

ii. Teachers can examine 2d of the Charlotte Danielson framework

(managing student behavior) together, utilizing data to guide this activity.

iii. Pros of the PLC as a collaboration strategy

1. pre-determined, sacred time for meeting

2. Creative solutions can come about

3. System of norms and recordkeeping in place

4. Members stay focused on the topic

iv. Cons of the PLC meeting as a collaboration strategy

1. Usually requires some prep work prior to the actual PLC meeting,

2. Stakeholders have to be fully invested for it work well.

3. Relatively short allotted time

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v. Present brief video of staff members engaging in a PLC meeting.

1. Participants discuss what they do and do not like about PLC

meetings.

b. Pre-emptively checking in with stakeholders about how data collection and

strategies have been going (beyond IEP meetings).

i. Data collection allows teachers to advocate for students

ii. Reviewing the data collection procedures

iii. Deciding if and how the procedures or strategies need to be adjusted

iv. Examining how data is shared with family members

v. If data collection is not consistent, what measures will be taken to ensure

consistency?

vi. Pros on regular meetings about data and strategies beyond IEP meetings.

1. Focuses on best practices – We need data!

2. Also puts us in compliance with the law because decisions need to

legally be made based on data.

3. Not waiting until there is a noticeable issue prevents

complications.

vii. Cons on regular meetings about data and strategies beyond IEP meetings.

1. There might be many different preferences and viewpoints which

may conflict with each other.

a. Difficult at times to please all stakeholders

2. Who follows up with who? Is there someone leading the charge on

these types of meetings?

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c. Create and/or attend professional development opportunities as a team

i. Discuss the content of the PD session

ii. Compare notes with others.

iii. PD which uses active learning is best.

iv. Pros of creating or attending professional opportunities as a team

1. Possibility of obtaining new information

2. Renewed sense of purpose and urgency

3. Chance to practice the skill in the PD

4. Team is there with you, and you experience it together.

a. Personal and professional bonding

b. Develop a new level of trust

d. Cons of creating or attending professional opportunities as a team

i. If creating and leading a PD, may have limited resources or time which

can be dependent on the environment.

ii. If attending, may have limited options.

iii. If attending PD may not be what you thought it would, may be in a style

that does not suit your learning needs.

iv. Requires buy-in, individuals need to be highly motivated.

1. Choosing a PD to attend versus being told to attend a PD are two

different things

a. Different feelings: Dedication or indifference?

b. Different levels of professionalism: High versus moderate/

low
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v. Participant gives examples of PDs they would like to attend and ones they

would like to lead.

vi. Staff members take 3-4 minutes to browse a list of potential topics and jot

down which ones they would want to attend or lead.

VI. Trends to support students with ASD in their goals

a. Life coach or autism coach

i. A life coach or “autism coach” offers individualized assistance in many

areas to help a student be successful (Madaus et al., 2022)

1. Setting and reaching goals

2. Developing Executive functioning skills

3. Engaging in self-determination and self-advocacy skills

4. Instruction in social skills

5. Developing adaptive behavior skills to increase independence

6. Increase student’s confidence

7. Reduce anxiety

ii. Coaches can even come into the student’s class to model accommodations

and supports or participate in meetings with parents, teachers, and

students.

iii. How do teachers and support staff refer students with ASD for coaching

services?

1. Contact student services department

2. Division of Developmental disabilities

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3. Coaching services may be offered through the school district,

healthcare providers such as psychologists, or organizations.

4. Autism/Asperger’s Network (AANE) is an organization that can

provide coaching services for students with autism

5. Coaching services can be continued into the student’s college

education or postsecondary life, offering a high level of support

(Hillier et al., 2022).

iv. Teachers and support staff watch video and talk with each other about

which areas their students could benefit from coaching in.

b. Peer mentoring to support students with ASD

i. Provide safe opportunities for students with ASD form friendships and

engage in recreational or leisure activities (Nguyen et al., 2022).

1. Students with ASD want to form these friendships, but often do not

know how.

2. Connect to peers over special interests (Nguyen et al. 2020).

3. Can be implemented for academic-based, social skills-based, or

both (Morris et al., 2022).

ii. Peer mentors may meet with the student once a week or more often.

1. Students with ASD may prefer peer mentors who also have ASD

or another disability.

2. Neurotypical students could also serve as peer mentors.

iii. Where can teaching receive training for using a peer mentor approach?

1. Observe other classes or schools implement peer mentor practices.

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2. Research how other organizations model their peer mentorship

programs.

3. Solicit input from students with ASD.

iv. Teachers and support staff connect to prior knowledge regarding what

they already about peer mentor programs (outside the context of providing

support to those with ASD).

1. Possible situations where children mentor each other: Church

groups, summer camps, YMCA program, homework club, Jr.

Honor Society mentoring kindergarteners, etc.

2. What works in those situations that could be applied to supporting

students with ASD?

c. Create sensory-friendly workspaces as accommodations.

i. Some students with ASD experience sensitivities to noise and crowds,

which may cause them to experience high levels of stress and anxiety

(Vries, 2021).

1. This is counterproductive to their ability to engage in the learning

process and complete work.

ii. Allowing students with ASD to take breaks in quiet rooms with less

intense environmental stimuli may be essential to their ability to function.

iii. Breaks may also lead to an increase in productivity and a decrease in

challenging behavior (Mallory & Keehn, 2021).

iv. When students with ASD ask to use a quiet space, they are practicing self-

advocacy skills.
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1. If they need a quiet space in the classroom, they will likely need to

know how to ask to use this kind of space as an adult, as well.

2. Self-advocacy skills are essential to for a student to maintain a

healthy quality of life.

v. Wearing noise-cancelling headphones and going on quiet walks are also

complementary actions that support the concepts of quiet spaces and self-

advocating.

vi. How can teachers and other professionals create a quiet, sensory-friendly

space?

1. Consult the student if possible or another person with autism.

2. Seek input from the school or district staff: School psychologist or

social worker, autism specialist, and board certified behavior

analyst (BCBA).

3. Utilize online resources and look at photographs of quiet spaces

created in classrooms and places of employment.

vii. Teachers and support staff work together to design or sketch quiet spaces.

VII. True advocates for ASD engage in assisting students and their families to connect with

community resources

a. Barriers exist even if staff members are not aware of them

i. Information about resources is often not publicized enough.

ii. Limited available information in the family’s home language.

iii. Complex eligibility criteria

iv. Confusing or time-consuming process that takes years

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b. Resources for education and training

i. There is a need for resources that go beyond heavily supported

employment arrangements. People with ASD deserve the chance to attend

college like everyone else.

ii. College Steps at Kean University, NJ

1. Could be a “taste of college” for students with ASD – Chance to

jump start discussions and feelings about the college experience.

2. The peer mentorship system may help know others relate to them.

3. Staff create personalized learning plans that incorporate tutoring

and accommodations.

iii. College Readiness program by HOPES CAP, Inc.

1. Specifically for students in Plainfield, NJ

2. Work on study skills, time management, self-advocating for

accommodations that help the student be successful.

3. Increase chances that students with disabilities apply and enroll in

college.

iv. Spectrum360 specialized programs that are interest-based

1. Film or culinary arts classes let students explore passionate

interests in a safe environment

2. Work on creativity, technical skills, social skills

3. Instructors have experience working with children who have

autism.

4. Scholarships are available, if needed.

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c. Resources for employment

i. Community Personnel Services

1. Carefully match students to employment opportunities based on

their interests, abilities, and needs.

2. Staff at CPS help ensure that the work environment is suitable or

appropriately modified for the student to be successful

3. CPS is aware that transportation is often a barrier to individuals

with disabilities securing jobs, which is why they assist with

transportation arrangements.

ii. The Arc of Union County

1. Staff provide vocational assessments and on-site job-coaching

2. Assist students with the developing self-advocacy skills so they

can ask for accommodations they are entitled to.

3. The organization already has a wide network of partners that they

work with to place students with disabilities.

iii. Apprenticeships through the NJ Department of Labor & Workforce

Development

1. Apprenticeships are perfect because they provide individualized

hands-on training which is how many people with autism learn

2. Students can begin an apprenticeship at the age of 16

3. Better chance of leading to competitive employment

d. Resources for independent living

i. Family Stabilization Program of Catholic Charities

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1. Offers financial counseling and accountant services

2. Rental or mortgage subsidiaries are available

3. Allow people with autism to experience a greater level of

independence if they were financially literate

ii. Equal Opportunity Support Services

1. Help individuals with autism create and work on transition goals

related to housing and independent living.

2. Just as each person with autism is unique, their housing

arrangements are unique, too.

a. Assisted living or group homes

b. Arrangement involving a roommate

c. Complete independence

3. Help the student with autism become familiar with the steps

needed to acquire financial assistance.

iii. Get FIT by Family Resource Network

1. Program is services all of NJ

2. Provides wellness coaching for students with disabilities

3. Exercise demonstrations are available

4. Offers webinars on nutrition

5. Hosts community events focused on health and wellness

e. Creative methods to disseminate information on resources for those with ASD

i. Digital newsletters or documents

ii. Websites
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iii. Social media – Facebook, Instagram, Twitter, etc.

iv. School district events planned outside of April (Not waiting until “Autism

Acceptance Month”)

v. Videos on how to access various resources

vi. Informational sessions both in-person and online

vii. Initiating contact with businesses or other organizations to explain the

importance of including people with ASD

VIII. Conclusion

a. Participants will reflect on paper by describing two new pieces of information that

will help them in their practice and at least one area or item they would like to

learn more about.

b. There will be a chance to comment on the presentation to improve it for future

audiences and create presentations on new topics relating to ASD.

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References

Bouchereau, F. (2016). Kaizen kanban : A visual facilitation approach to create prioritized

project pipelines. ASQ Quality Press.

Hasson, G. (2019). Productivity: Get motivated, get organized and get things done. Capstone

Publishing.

Hewitt, K. K., & Weckstein, D. K. (2012). Programs in practice: Differentiated instruction--

Begin with teachers! Kappa Delta Pi Record, 48(1), 35–46.

https://doi-org.lopes.idm.oclc.org/10.1080/00228958.2012.654719

Hillier, A., Poto, N., Schena II, D., Buckingham, A., & Frye, A. (2022). An individualized life-

skills coaching program for adults with autism. Advances in Autism, 8(2), 104–116.

https://doi-org.lopes.idm.oclc.org/10.1108/AIA-08-2020-0051

Madaus, J., Tarconish, E., Langdon, S. W., & Gelbar. N. (2022). High school and transition

experiences of twice exceptional students with autism spectrum disorder: Parents’

perceptions. Frontiers in Psychology, 13.

https://doi-org.lopes.idm.oclc.org/10.3389/fpsyg.2022.995356

Mallory, C. & Keehn, B. (2021). Implications of sensory processing and attentional differences

associated with autism in academic settings: An integrative review. Frontiers in

Psychiatry, 12.

https://doi-org.lopes.idm.oclc.org/10.3389/fpsyt.2021.695825
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Morris, I. F., Matta, C., & Fung, L. K. (2022). A Scoping Review of Peer Mentoring Programs

for Autistic College Students. Review Journal of Autism and Developmental Disorders.

https://med.stanford.edu/content/dam/sm/neurodiversity/documents/Manuscripts/Morris-

2022---A-Scoping-Review-of-Peer-Mentoring-Programs-for-Autistic-College-

Students.pdf

Nguyen, L., Jack, S., Ketelaar, M., Di Rezze, B., Soper, A. K., & Gorter, J. W. (2020).

Understanding the essential components and experiences of youth with autism spectrum

disorders in peer mentorship programmes during the transition to adulthood: A

qualitative meta‐ethnography. Child: Care, Health & Development, 46(6), 667–681.

https://doi-org.lopes.idm.oclc.org/10.1111/cch.12804

Vries, B. de. (2021). Autism and the Right to a Hypersensitivity-Friendly Workspace. Public

Health Ethics, 14(3), 281–287.

https://doi-org.lopes.idm.oclc.org/10.1093/phe/phab021