A case study of team supports for a student with autism’s communication and engagement within the general education curriculum: Preliminary report of the Beyond Access model

The Beyond Access model, a student and team supports planning model, was implemented with a single student who had been integrated into a general educationclassroom. Preliminary findings are presented through a case study of the 10-year-oldstudent with autism, who, previous to the study, was reported to have an academic level of 18 months to 24 months. A 4-phase process for designing and evaluatingsupports led to improved collaborative teaming among team members, clarification of priority learning goals for the student, increased engagement and opportunities for learning by the student in the general education curriculum, and improved augmentative and alternative communication outcomes. Potential limitations and costs of the model include staff-time commitment and the involvement of a mentor to guide the process