Autism Education
Autism Program
Building Communication, Independence & a Future
At John F. Kennedy School, our Autism Program provides individualized education for students ages 14 through 21, with an emphasis on functional academics, communication, social development, independent living, community participation, and preparation for adulthood.
Understanding Autism
Autism Spectrum Disorder (ASD) is a developmental disability that can affect communication, social interaction, sensory processing, behavior, learning, and the way an individual experiences and interacts with the world.
Autism is a spectrum. This means that no two autistic students are exactly alike. Students may have different strengths, communication styles, learning profiles, interests, sensory needs, support needs, and levels of independence.
See the Student Before the Disability
At JFK, we believe an autism diagnosis describes only one part of a student. Every student also brings individual strengths, interests, preferences, talents, personality, goals, and potential.
Our responsibility is not simply to identify what a student cannot yet do. Our responsibility is to discover what helps that student learn, communicate, participate, grow, and become as independent as possible.
Every Student Is Different
Students with autism may experience strengths and challenges in different areas. Educational planning should therefore begin with the individual student rather than a single approach based only on the diagnosis.
Communication
Some students communicate through spoken language. Others may use gestures, pictures, communication devices, Augmentative and Alternative Communication (AAC), or a combination of communication methods.
Social Interaction
Students may need support understanding social expectations, initiating interactions, maintaining conversations, working with others, or developing relationships.
Sensory Processing
Students may respond differently to sound, light, touch, movement, smell, crowds, or other sensory experiences and may benefit from individualized sensory supports.
Learning
Students may benefit from visual supports, structured routines, repetition, hands-on learning, task analysis, modeling, and instruction connected to real-life situations.
Routine & Flexibility
Predictable routines may provide comfort and understanding. Students may also receive support learning how to manage transitions, changes, unexpected events, and new environments.
Strengths & Interests
Strong interests, attention to detail, memory, persistence, honesty, creativity, visual learning, and specialized skills can become powerful tools for learning and future employment.
The JFK Autism Program
Because JFK serves students ages 14 through 21, instruction must look beyond the classroom. We are preparing students not only for the next school year, but for adult life.
How We Support Learning
Students in JFK's Autism Program may benefit from evidence-based and individualized instructional approaches designed around their learning needs and IEP goals.
Instruction may incorporate principles of Applied Behavior Analysis (ABA), Natural Environment Teaching, visual supports, modeling, reinforcement, prompting, task analysis, structured teaching, and repeated practice across environments.
Skills should not exist only at a classroom table. Whenever appropriate, students are provided opportunities to practice skills where those skills will actually be used - in the classroom, school, home, community, and workplace.
Communication Is More Than Speech
The ability to communicate is essential to independence, safety, relationships, employment, and quality of life. Spoken language is only one form of communication.
Depending on the student's individual needs, communication may include speech, gestures, visual supports, pictures, sign-supported communication, or Augmentative and Alternative Communication (AAC).
Our goal is to help students develop a reliable and meaningful way to communicate across school, community, home, and vocational environments.
Preparing for Life After JFK
Transition planning is a major part of the JFK experience. As students move toward adulthood, educational goals increasingly focus on the skills they will need to participate in their communities, pursue employment opportunities, make choices, and live as independently as possible.
📋 The Individualized Education Program
The Individualized Education Program (IEP) is at the center of each student's educational program.
The IEP identifies individualized goals, instructional priorities, related services, accommodations, modifications, behavioral supports, communication needs, and transition objectives.
Student progress should be reviewed regularly so the team can determine what is working, what needs to change, and what the student's next meaningful goals should be.
Student Voice, Choice & Self-Advocacy
As students move toward adulthood, their voice should become an increasingly important part of educational and transition planning.
Whenever appropriate, students should have opportunities to express preferences, make choices, identify interests, understand their strengths, communicate when they need help, and participate in decisions about their future.
Independence does not mean doing everything without help. It includes learning how to make decisions, communicate needs, use available supports, and participate as fully as possible in one's own life.
Families Are Essential Partners
Families know their children in ways that no school professional can. Parents and caregivers bring important information about their student's history, strengths, interests, communication, routines, challenges, preferences, and goals for the future.
Successful educational planning works best when families, educators, therapists, transition professionals, and other members of the IEP team communicate openly and work toward shared goals.
Stay Connected
Maintain regular communication with teachers, therapists, case managers, and other professionals working with your student.
Share What Works
Tell the team about strategies, interests, motivators, routines, and communication methods that are successful at home.
Ask Questions
If you do not understand a recommendation, service, goal, assessment, or educational decision, ask the team to explain it clearly.
Focus on Progress
Ask what progress is being made toward IEP goals and what data or observations are being used to measure that progress.
Communicate Changes
Significant changes at home, in health, medication, sleep, transportation, or family routines may affect a student's school day. Share relevant information with the school when appropriate.
Think Beyond Graduation
Discuss employment, adult services, community participation, transportation, recreation, independent living, and other long-term goals before the student exits school.
A Team Around the Student
Supporting a student with autism is a collaborative effort. Depending on the student's IEP and individual needs, the educational team may include:
Helpful Practices for Families
Families can strengthen the school-home partnership by remaining informed, involved, and focused on the student's individual needs and long-term development.
Know Your Student
Continue identifying and communicating your student's strengths, interests, needs, preferences, and goals. Help the team see the whole person.
Build Relationships
Develop positive working relationships with the professionals who support your student. Strong communication makes problem-solving easier.
Be Informed
Learn about the IEP process, available services, transition planning, and your rights and responsibilities as a member of the educational team.
Address Concerns Early
When something does not appear to be working, communicate with the school rather than waiting for a small concern to become a larger problem.
Encourage Responsibility
Age-appropriate responsibilities at home can reinforce independence, organization, cooperation, routines, and expectations that transfer to school and work.
Celebrate Growth
Progress may look different for every student. Recognize meaningful gains in communication, independence, behavior, academics, relationships, employment skills, and participation.
Preparing Students for a Meaningful Adult Life
At John F. Kennedy School, our goal is bigger than completing assignments or moving from one grade to the next.
We want students to leave JFK with stronger communication, greater independence, meaningful relationships, functional skills, community experiences, vocational preparation, and a greater ability to participate in decisions about their own lives.
Every student has strengths. Every student can grow. Every student deserves opportunities to participate, contribute, and build a meaningful future.
Caring. Committed. Courageous. No Limits.