“分裂後,下列合著村
(D)2a、2b (E)1bp、2a
無敵文意選填王
tfor children With autisim/PDTU
ce VeIy important forcC 由 AS
n afe
agnos1S and interventiol 則
en With autiim/PDT under the lndiviqual
! 幅 for early interventlon Serviees
Early dia
(Pervaslon
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on Act (IDEA), 想喧 1
igible to thelr
(Pervasive DeveJopn
with Disapities Educatl
例 needs. Apart trom
訓 DT
(pirth to 3) and an education:
一
ion programs for 8
nmunication, Social, academic, behavioral, and daily livine
hat 4 learnil often require tte
tb autism/PDD (ages3
tudentStW1
academic istruction, Special educatic
Vlearried ou
fo 22) 9 imlproy Ing
individua
intertere
SKiJJs. Behavior and communication froble emsS
assistfance Ofa professional/who 18 knowledge: 虹調 in the autism field to develobp and hel
consSlSte
approbr
inlpJement a 6Jamwhich can be 站 at home and school.
The cJassroom environment Should be Structured so that the progra 18 0
and predictabJe.。 Students with autism/PDD ]earn better and are less confused Wtet
d@ 1
說
Jnformation 1 PTes ted 6
& ce 1a]ly / rbally 1
六Sualy Verbally. Interaction with nondisabled DeetS 時
紀so important, for 碟六 1
p 。 fOr 了ese students provide models 0f approprlate 1ang ial 面
說 W
pehavioral SKi]Is. Consistencv 玉上
and continuity :; lmportan hildren
Ity are P 【 1
autlsm/PDD, and Parents Should a] 只 尖
4 id alwayS be S 和
FIOgram, So 也at jeamine activi 0 0 記 計
e GelVItleS, experience 1
弓 上“hceS, and approach il be m i 4
ad oan pecarmried over “broaches Will oOSt effect
