• COLLABORATIVE AUTISM PARTNERSHIP

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    OUR PURPOSE

    To provide our students with evidence-based practices that
    have been proven to be effective in supporting students
    with Autism

  • Next V-CAC Meeting October 22nd, 5:30-7:30PM 

    5000 W. CYPRESS AVE (VUSD BOARD ROOM) 

    Agenda:

    5:30-5:45: Dr. Oto, Superintendent

    5:45-6:45: Norma Erwin, Special Ed Law

    6:45-7:30: Review data and action plan

     

    On September 10, 2018, the first annual VUSD Special Education Community Advisory Committee meeting was held in the VUSD Board Room. We had a great turnout!  The purpose of the V-CAC meeting is to keep parents informed about what is happening in Special Education and to make sure parents have a voice as we develop goals for the next 3-5 years.  At this meeting parents provided input into four goal areas:

     

    1: Appropriate use of resources

    2: Consistent and collaborative communication

    3: Services for students who have more intensive needs

    4: Developing an inclusive mindset

     

    Parent input, by goal area, included:

     

    Goal 1:

    • Parent and staff training in differentiation, inclusion, sensory integration, behavior
    • Consistency with support and staff
    • Reduce staff turnover
    • More staff- speech, psychologists, paras

     

    Goal 2:

    • Communicating any changes ahead of time
    • Communicating student schedule
    • Have a welcoming environment for all families (including families who do not have English as primary language)
    • Welcome parent involvement
    • Improve transition plan between grade spans and parent participation
    • Make sure all teachers have copies of the student IEP

     

    Goal 3:

    • Understand and utilize best practices for autism
    • Need more options and programs (a continuum of services)
    • More elective classes that include SPED students
    • Community based opportunities
    • A seat in general education has to be meaningful

     

    Goal 4:

    • Students need to appropriately access general education supports
    • Professional development for general and special education staff on inclusive practices
    • Disability awareness training
    • Implement accommodations and modifications as written
    • Specialized Learning Center students need to be included in general education classes on campus
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