For the health and safety of the Grand Valley community, remote academic instruction will continue through April 25. The Admissions office is available to answer calls Mon.-Fri. from 8 a.m. to 5 p.m. at 616-331-2025 or 1-800-748-0246 or email firstname.lastname@example.org. Additional instructions and updates at www.gvsu.edu/coronavirus
Intensive Training & Resources
The START Project provides year long intensive training and technical assistance to school districts at the Early Childhood, K-12, and Secondary Transition levels. The resources include information and materials from Intensive Training along with evidence-based practice resources to increase knowledge and skills that enhance the educational programming and outcomes for students and young children with Autism Spectrum Disorders (ASD).
Effective Teaming and Meeting Mechanics
The Effective Teaming and Meeting Mechanics processes and tools are both universal for all meetings and customized for specific types of meetings so that it will function as a resource for various meetings.
Assessment & Data Tools
The Assessment and Data Tools developed by START may be used to self-assess what evidence-based practices are in place at the building and classroom level, and collect data on individual student progress toward goals most relevant to students with ASD.
Coaching for implementation of evidence-based practices (EBP) and IEP implementation are cornerstones of the START Project. Information and resources are provided by START to assist districts in setting up a coaching structure and implementing EBP with students.
Peer to Peer
Peer to peer support is an evidence-based practice to increase opportunities for students with ASD to access general education settings, curriculum, and peers. START provides extensive training and resources to assist districts and building teams to set up peer to peer support programs.
Effective behavior support is critical to support learning and social opportunities. Through the START Project, training and resources are offered to assist school-based teams and families to establish positive behavioral interventions and supports for students with ASD.
START provides training and information about the essential components for quality special education eligibility determination under Autism Spectrum Disorder (ASD), which aligns with the Autism Council document on Education Based Evaluations for Students with ASD.
Self-advocacy is a term used to describe the ability to communicate or act on one’s own behalf and interests. This is a very important skill for individuals with autism spectrum disorder (ASD) for increasing independence throughout their youth and into adulthood. An example of self-advocacy is the individual being personally involved in communicating to peers and others information about him or herself versus teachers, parents, or others conducting training sessions on their behalf.
Visit the Sexual Health page for resources and information for parents and school professions on sexual health and puberty.
UNIVERSAL SUPPORTS ASSESSMENT AND PLANNING TOOL (USAPT) 2.0
The concept behind Universal Supports is derived from the extensive research in the area of school-wide positive behavior support. Universal Supports are system-wide supports and strategies to prevent a majority of problem behaviors and promote learning. Applied to students with more intensive learning and behavior needs, Universal Supports involve the implementation of classroom or building-level evidence-based supports and strategies. These strategies are considered critical for the vast majority of students with intensive support needs, and have been identified as highly effective practices in teaching and supporting students to be successful in integrated environments.
Literacy and Students with Autism Spectrum Disorder (ASD)
The START Project staff are identifying key characteristics impacting literacy for students with ASD and developing tools that may be helpful to supporting students. While students with ASD tend to demonstrate excellent word recognition and decoding skills, there are inherent challenges and impairment in the area of reading comprehension, often due to the fundamental characteristics of the disability.