This fall, the Montgomery County Public Schools (MCPS) Office of Special Education and Student Services, in collaboration with the Innovation Program, launched a pilot program designed to test new methods of communication and instruction for selected students diagnosed with autism. Students in the pilot program have significant challenges in verbal communication. The pilot uses electronic tablet devices, special software, and specific strategies to assist and facilitate communication through the use of the device.
Families were instrumental in bringing this approach forward. The students had been using these communication techniques outside the school setting for as long as two years, with parents providing training and support for their individual children. Staff members from MCPS and the Innovation Lab observed the students using their tablets in a social setting – and we were intrigued. The students demonstrated a range of improvements in their ability to communicate meaningfully and complete academic work at home. The idea was to design a pilot that incorporated these techniques into the classroom, which served as the starting point.
We decided to move forward with the pilot in May 2013 and, in keeping with the principles of the Innovation Program, wanted to start as soon as possible. During the summer, experts in this model provided professional development for MCPS central office staff members, special education and general education teachers, paraeducators, speech/language pathologists, administrators, and others in order to be ready for August.
Five students are involved in the pilot in two elementary schools. The decision to start with just five students stemmed from another important innovation principle: start small and work iteratively.
Why did we move forward with the pilot? The number of students diagnosed with autism spectrum disorders continues to increase in Montgomery County and across the country. These students represent a broad range of skills and abilities. The education community continues to explore ways in which technology can better engage and support students with special needs. Technology provides a new way for students to engage and interact. MCPS is known for innovation in the field of special education and we felt compelled to give the pilot a try, beginning with this small group of students as a way to evaluate the impact of the program. The MCPS Office of Shared Accountability is involved to produce a case study. In the future, we hope to include more complex evaluation techniques if the decision is made to expand this technique beyond the small pilot group.
After four months, the results so far have been positive. All five students have shown progress and are spending significant parts of their day working in an academic setting with their non-disabled peers. As one principal put it, “This has been terrifying and exhilarating because these students are in the 5th grade and this potential has been there, locked inside”. Steps are now being taken to move the individual students in a direction that would allow them to work toward achieving a diploma. At lunch, at recess, and in the classroom, students are included with the assistance of a paraeducator/facilitator.
Discussions are now underway to determine what the next steps will be, not only for the individual students in the pilot – but for students that may be eligible to join the pilot in the future. We will move forward using data from this first year to inform our decisions.
Is this a panacea for all students diagnosed with autism? No. As noted above, every student identified with an autism spectrum disorder is unique and it’s impossible to know at this point how many could benefit. Students in the pilot are showing improvements and we are very encouraged by the results so far. This is the type of approach that we will continue to explore through action and innovation. At this point, we are certainly seeing some positive outcomes for the students in the pilot group. We will update you as more information becomes available.