it is not uncommon to see team members shaking their heads in disbelief, assuming none of the dreams could be possible. It is also not unusual for parents to exclaim,“I have never had a dream for my child … I live moment-to-moment and dayto-day.”As the process progresses, there is usually a dramatic shift for both the naysayers and the families. The next section is “sensing the goal.”The team is asked to consider positive steps toward the goal that would be possible to accomplish within a specified time period, usually within six to 12 months.These are goals that would move the person closer to his stated dream. For example, a student whose dream is to be a curator at a museum of natural history might have a one-year goal to volunteer at a local museum. Typically, five to eight goals, both positive and possible, are agreed upon by the team. After the goals are established, it is time to move into the present. Where is the person now in relation to reaching his ultimate goal or dream? Next, the team discusses important players who might be needed to bring on to the team to assist in making the goals happen.The team then decides on ways it will build strength as a team, usually discussing methods to communicate among each other. Moving into the future, the team plans which specific activities should take place within the next three months that will drive the person closer to meeting the positive and possible goals.Then, the team determines what has to happen one month from now, with volunteer commitments from team members to imple-
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ment each activity or task. Most importantly, the team decides what will happen tomorrow to begin to move the student down his PATH toward his dream. Nalay, a 14-year-old student with ASD had many dreams, which included becoming an artist, living in a nice neighborhood where he could walk around, losing weight, owning his own pet, playing basketball and having friends. Among his goals were to find private art instruction, participate in community outings with classmates and walk at least 20 minutes a day four days each week.The team completed a full PATH for Nalay and got to work implementing his goals. Today, Nalay has won several juried art competitions and has been commissioned to produce art for a local office building. He is still working on losing weight, but his confidence level is much improved. Nalay and his team are proud of his accomplishments. He is taking positive steps in his life that are bringing him closer to his dream. In summary, while we must teach to specific goals and objectives, we must also not forget the bigger picture. What will our students want to be doing upon graduation? How can educators assist and support them to reach those larger goals? The PATH is a person-centered tool that provides the foundation for us to work together toward an individual’s goals. It truly takes a team effort to fully support our students with autism spectrum disorders. And when we do, the sky’s the limit. Barbara Becker-Cottrill is Chair of the Autism Society Panel of Professional Advisors. For more information visit www.autism-society.org.
SouthEast Education Network SPRING 2011
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