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MANCHESTER SCHOOL DISTRICTInstruction 117NOTIFICATION OF POTENTIAL RETENTION FORM II (To be sent to parents/guardians in late April on school letterhead)Date: ___ Student\'s Name: ___ Teacher/Team:
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How to fill out teaching students with autism

01
Understand the individual needs of each student with autism.
02
Create and implement an individualized education plan (IEP) for each student.
03
Use visual aids and structured schedules to help students with autism understand daily routines.
04
Provide clear and concise instructions, breaking down complex tasks into smaller steps.
05
Use positive reinforcement and rewards to motivate and encourage students with autism.
06
Incorporate sensory activities and strategies to support sensory integration.
07
Foster social skills development by creating opportunities for interaction and communication.
08
Collaborate with parents, caregivers, and specialists to create a consistent support system for the student.
09
Continuously assess and modify teaching strategies based on the student's progress and needs.

Who needs teaching students with autism?

01
Individuals who are responsible for educating or teaching students with autism.

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Teaching students with autism involves using specialized methods and strategies tailored to meet the unique learning and developmental needs of individuals on the autism spectrum.
Educators and educational institutions that provide services or programs specifically designed for students with autism are typically required to file teaching students with autism.
Filling out teaching students with autism generally involves completing designated forms that outline individual education plans (IEPs), progress reports, and any relevant assessments tailored for students with autism.
The purpose of teaching students with autism is to provide them with the skills and support they need to succeed academically, socially, and emotionally, promoting their overall development and integration into society.
Required information typically includes assessments of progress, individual learning goals, instructional strategies used, and any accommodations or modifications made to support the student's learning.
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