Autism, Communication, Life Skills (ACLS)

Located at Columbus Middle School and Columbus High School; the ‘Autism Communication Life Skills’ (ACLS) Program is a specialized placement for students with significant intellectual and communication disabilities who need opportunities to develop basic functional academic and communication skills; along with, skills that they will need in everyday life (life skills) as modified to the student’s ability. The ACLS Program includes a significant level of staff support (small teacher to student ratio for increased supervision, para support, safety awareness, and more intensive supports in demonstrated areas of need).  

Students that participate in the ACLS Program may work on bathrooming, self-feeding, communicating own needs/wants (whether verbal, nonverbal communication, via an electronic device, etc.), regulation of sensory needs, basic functional academics depending on student ability, following simple instructions, basic/functional fine/gross motor skills depending on need/ability, simple vocational/work activities (Examples: delivering messages within building with supports, shredding paper with support, pushing a cart, etc.), simple/functional social skills, behavioral skills, etc.  All interventions are selected by the demonstration of student’s individual needs.

Students that participate in the ACLS program receive an education within a special education classroom, but have opportunities with their general education peers throughout the day such as but not limited to: band, music, lunch, structured general education peer role modeling, morning announcement/pledge, etc. 

Placement into the ‘Autism Communication Life Skills’ Program is an IEP team decision and is based on specific student needs and discussions regarding the placement that can meet those needs most appropriately in the least restrictive environment. The decision is made after a thorough review of the IEP components which may include present levels of performance, goals/objectives, accommodations, modifications, supplementary aids and services, state and district assessments, behavior intervention plans, teacher and parental input, and results from any previous/current evaluations.