Autism Spectrum Disorder Defined; Determination
  1. ASD is considered a lifelong developmental disability that adversely affects a student's educational performance in 1 or more of the following performance areas: ACADEMIC, BEHAVIORAL, SOCIAL.

  2. ASD is typically manifested before 36 months of age. A child who first manifests the characteristics after age 3 may also meet criteria. ASD is characterized by qualitative impairments in reciprocal social interactions, qualitative impairments in communication, and restricted range of interest/repetitive behavior.

Click HERE for the rest of the ASD rule including a break down of eligibility determination. 

Click here for the three column chart that outlines the ASD Characteristics


Wayne RESA school districts offer a continuum of educational placements for students, pre-k through post-secondary, who have autism spectrum disorders (ASD) and require special education services.

flowchart (1)

                                                                         Click on the flowchart for a larger image

First step on the continuum is the general education classroom with or without special education support. Students may receive needed accommodations by the general education teacher. General education teachers may receive strategies/ accommodation support from special education staff.

Second and third step on the continuum offers more support from special education. Special education staff may provide anywhere from 1-3 hours of direct or indirect support to a full day of special education programming with other students with disabilities (not only ASD).

Center Programs offer two levels of programming:
Fourth step.  ASD classroom located in a general education building with special and general education students assigned to the building (designated for students who exhibit moderate to severe characteristics of ASD).

Fifth step. ASD classroom located in a separate facility with only special education students assigned to the building (designated for students who exhibit severe characteristics of ASD).

The ultimate goal of a center program is to provide students with the skills they need to successfully return to their resident district.  With that goal in mind, yearly discussions about the student's  LRE, their life-long goals and the progress they are making towards those goals are essential.

Certificate of Completion
The majority of students in an ASD center-based program follow the Common Core Essential Elements (CCEE).  Therefore most students, who exit an ASD center program after completing the high school curriculum, are eligible for a certificate of completion - not a diploma.  Diplomas are issued based on the MMC aligned to the Common Core State Standards.  Discussions about diploma vs. certificate outcomes should take place early in a student’s school career and continue until the student completes an Educational Development Plan (EDP) in middle school.

For more information on planning for school completion - click here.


Darnella Delfine
(734) 334-1372

2016 - 2017 PD Calendar

Coaching for Teacher Consultants - download workshop flyer
September 26, 2016
4:30 PM - 7:45 PM

ASD Guidelines 
October 4, 2016
9:00 AM - 12:00 PM

ASD Learning Lab - download workshop flyer
October 5, 2016
9:00 AM - 3:30 PM

ASD Toolkit
October 6, 2016
9:00 AM - 3:30 PM 


March 3, 2017
9:00 AM - 3:30 PM

ASD Best Practices: Behavior Series
October 11, 2016
4:30 PM - 7:45 PM

ASD Behavior: Behind the Scenes
November 14, 2016
9:00 AM - 12:00 PM


March 1, 2016
9:00 AM - 12:00 PM

ASD Committee

ASD Consultants

Best Practice Series

Resource Page

Classroom Environment
Visual Supports
Teacher Products

Yes They Can!

Students In Action

Burger School (Student presentations and skits)