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The guide outlines what Level 1 severity implies for classroom expectations and highlights practical, evidence-based strategies for supporting students with ASD. 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It is published with the understanding that the Organization for Autism Research, Inc. is not engaged in the rendering of legal, medical, or professional services. If legal, medical, or other expert advice or assistance is required, the services of a competent professional should be sought.  \nCopyright © 2017 Organization for Autism Research, Inc. All rights reserved.  \nNo part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, without prior or written consent of the Organization for Autism Research, Inc., unless such copying is expressly permitted by Federal copyright law. Address all inquiries to: Organization for Autism Research, Inc., 2000 N. 14th Street, Suite 240, Arlington, VA 22201.  \n[www.researchautism.org](www.researchautism.org)  \nORGANIZATION FOR AUTISM RESEARCH Research and resources that help families today!  \nDear Educators,  \nAs the father of four now adult children, two of whom have autism, I know firsthand the impact that a teacher can have on the lives of a student. The work you do is often not fully appreciated. So, let me begin by thanking you for what you do as an educator and what it means to our youth and the future of our country. Thank you.  \nThe guide you are holding, An Educator’s Guide to ASD (Level 1 Supports), replaces one of our most successful resources, An Educator’s Guide to Asperger Syndrome (2005). We’ve revised and published it under anew name to make the language and terminology consistent with Autism Spectrum Disorder (ASD) as defined by the latest Diagnostic and Statistics Manual, DSM-5, and at the same time incorporate new methods and strategies for teaching children with ASD that have become current practice since 2005. Such revisions to this guide include changes in legislative updates; evidence-based academic and environmental strategies; guidelines for transitions; and more. I hope you find it useful.  \nASD presents a range of challenges in the classroom setting. It affects the way a child thinks, feels, and behaves. As you will read in this guide, the new DSM criteria uses a single classification, Autism Spectrum Disorder (ASD), to replace the sub-types used in the previous DSM, and makes distinctions based on three levels of severity, Level 1, Level 2, and Level 3, with Level 1 requiring the more common supports. The bottom line for you, the teacher, is that the severity level of a child’s diagnosis will be an indicator of what to expect. This guide primarily discusses students with ASD needing Level 1 supports. What that means in actual practice, only the student, the parents, and you will soon find out.  \nThis guide is designed to give teachers and other professionals an introduction to Level 1 ASD, some of its characteristics, and several classroom teaching strategies. It is meant to serve as a starting point for further learning; it does not have all the answers. Each child with ASD regardless of severity level is different; this book will help you recognize the specific challenges faced by the child(ren) with ASD in your class, and help you prepare your classroom appropriately.  \nI’d be remiss if I did not take this opportunity to thank all those who worked to put this book together, most notably the principal authors, Mellissa Savage, Ph.D., from the Frank Porter Graham Institute at the University of North Carolina, and Diane  \nAdreon, Ed.D., University of Miami, Center","cbCaisbh753iQRWL","https://ap.wps.com/l/cbCaisbh753iQRWL","pdf",3332581,125,"English","# Dear Educators\n## Purpose and revisions\n## Understanding ASD and Level 1 supports\n## Intended use and learning support\n## Acknowledgments and closing note","[{\"question\":\"What is the guide designed to help educators do?\",\"answer\":\"It introduces teachers and other professionals to Level 1 ASD, outlines key characteristics, and provides several classroom teaching strategies. It also helps educators recognize challenges faced by students with ASD and prepare the classroom accordingly.\"},{\"question\":\"How does the guide explain the DSM-5 change for autism classifications?\",\"answer\":\"It describes how DSM-5 uses a single classification, Autism Spectrum Disorder (ASD), replacing earlier DSM sub-types. It also explains distinctions based on three severity levels, including Level 1 supports.\"},{\"question\":\"Why does the guide emphasize Level 1 supports?\",\"answer\":\"The guide primarily discusses students with ASD needing Level 1 supports, noting that the severity level is an indicator of what educators should expect. It frames practical implications so teachers can anticipate classroom needs.\"}]","Life Journey Through Autism - An Educator’s Guide to ASD - Level 1 Supports | PDF",1792058741,315]