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Eclectic Programs

Eclectic Programs For Children With Autism Spectrum Disorder (ASD)

The ASD specific units at Latham and the new ASD specific units commencing operation in 2000 will operate an educational "eclectic program". This term has caused considerable discussion both within TASDACC, amongst parents and also in the Autism Association. Different people have different views about the meaning of this term. This note represents the views of parents on TASDACC and also parents in the Association. It is also the meaning given to the term when it was used when the Autism Working Party (AWP) was writing its report.

No two people with ASD will be affected by this disability in the same way. One person will have strengths in areas where another experiences a weakness. One person may have a pronounced deficit in communication abilities while another will have a mild deficit in this area, but may have a considerable deficit in their social skills. Similarly, many children with ASD will have rituals and phobias. However, the rituals or phobias that experienced by children will vary from person to person and when two people do share the same phobias or rituals, they may well vary in intensity. One person may be mildly afraid of soft toys; another terrified or afraid of flies as well.

The unevenness of the way in which this disability is manifested has the consequence that it is impossible to design and implement a single, identical educational program for all children. Each child has a unique level and range of disabilities, and as a result the child requires an educational program tailored to that child's specific needs. This is why a properly written individual educational plan (IEP) is the basis of any appropriate and adequate educational program.

The AWP recognised the uniqueness of the way that each person was affected by ASD as the fundamental principle upon which all its recommendations rested. A consequence of this is that in order to provide educational programs appropriate to each individual child's needs, no one particular approach should be prescribed across the school system. Rather, a range of educational strategies should be available in each setting. What each child received would be a matter for the teacher and the parents, in consultation, when the IEP was written. This approach would allow flexibility in the day to day delivery of the program so that each child received educational services appropriate to his or her educational needs.

"Eclectic" with in this context had two distinct meanings:

A range of programs being available across the school system.
Within each unit, a range of educational options and strategies being available, rather than a single approach, across the school system or within one setting. A consequence of this is that the parents and teachers had to be resourced to deliver educational programs appropriate to the needs of the children in that setting.

At all times, "eclectic" meant nothing more than a range of programs and strategies being available in order that each child with ASD have available to him or her appropriate educational services. Rather than providing a licence to do the minimum by the children, it was a deliberate policy that would enable parental choice and, most importantly, each child to receive an educational program that would minister to his or her specific needs.

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