A central component of the curriculum for students with autism is the teaching of chronological, age-appropriate, functional skills in natural environments. In this context, functional skills are those frequently needed in a variety of environments, enabling a person to perform as independently as possible across settings. The curricula used in the autism program emphasizes acquisition of skills, ranging from functional to academic as appropriate for the educational needs of each student. Additional instruction in communication, interpersonal skills, behavioral adaptability is required to supplement the general curriculum so that students may benefit from their individualized programs. The autism program utilizes a multi-faceted approach to meet the needs of students with autism in order to provide the most comprehensive program possible.
Teachers employ a variety of techniques and strategies to meet goals and objectives.
The program does not encourage the use of any one instructional method to the exclusion of others that have educational value. The following staff members provide instruction and support for students with autism. Special education teachers work as team members to plan the instructional program and are responsible for its implementation. They also monitor student progress and direct the activities of instructional assistants. The central office program specialist coordinates curriculum development, plans and conducts inservices, and ensures that the program philosophy and design reflect the current and relevant literature in the field.