Chileda employs a variety of teaching strategies that help the child achieve the objectives set forth in his or her development plan. Based upon the individual's initial evaluation and ongoing assessment, one of several teaching strategies may be used to enhance and accellerate learning.

These strategies involve combinations of one-on-one sessions and classroom instruction, community integration, and vocational and domestic skills. Like the programs found in community schools, each is designed to address each child's individual needs while using standard, proven methods of instruction. However, because the educational requirements of children with developmental disabilities are markedly different from other students, we must also look beyond traditional methods of teaching to hasten the progress of our clients.

Among the most useful of these non-traditional approaches is TEACCH.

It is a widely held opinion among experts in the field of developmental disabilities that visual cues are more effective than auditory stimuli in teaching desired behaviors. The TEACCH system, developed by the University of North Carolina, emphasizes the role of visual presentation and structure in learning situations. The principles that are a part of the TEACCH philosophy are used by Chileda in classroom, residential, recreational and social activities. Although primarily developed for children with autism, many components of TEACCH are successfully adapted for other children who are developmentally disabled.

Personal computers are also an important educational tool. Using adaptive technologies such as touch screens, Chileda was among the first organizations of its type to introduce computers to its curriculum. Computers are often a primary tool for identifying the creative and cognitive assets of a particular student. Not only can they play a large part in building basic skills; they offer a very real possibility of a career. Higher functioning individuals, for example, have secured jobs in data entry, becoming productive, contributing members of the community.

As the educational needs of each child are different, so too are strategies used. While some children respond well to methods that emphasize visual cues, others might respond favorably to sounds. In all cases, the program that is developed for each child is based on constant evaluation and are adapted as often as needed to assure progress toward the desired outcome. We follow federal educational guidelines and undergo intense evaluation for continued accreditation.

Our educational program is approved by the Illinois, Indiana, Nebraska and Wisconsin state boards of education. Recently, Chileda's curriculum was also approved by the states of California and Ohio. Our records are reviewed regularly and representatives of each of these agencies participate in the educational planning process. We are held accountable for the child's progress and welfare by the state from which the child was referred.

Our educational staff is committed to ongoing professional development. They regularly attend workshops and constantly read industry journals and review other resources to keep abreast of the latest teaching tools and strategies.

We also enjoy sharing our expertise with others who are charged with educating children and young adults who are developmentally disabled.

This article, written by Education Director Diane Hetpas of Chileda, outlines 10 strategies for teaching individuals with Autism Spectrum Disorders. Though Diane identified them through her work with our clients, these strategies can be effectively implemented in any educational environment, including classroom settings or segregated, individual programs.

Top 10 Teaching Strategies for Students with Autism Spectrum Disorders by Diane Hetpas, education director, Chileda. To increase the likelihood of success in any educational setting, students with autism spectrum disorders need individualized instruction.

For those with spectrum disorders, each individual needs modifications and supports that suit his or her personality and educational goals. Some students will be successful in fully inclusive settings while others will require a great deal of support and specialized settings that provide round-the-clock care.

Click here to review the 10 most effective strategies for teaching students with autism spectrum disorders.