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Domains

The Master's project within the KU ASD MSE program mandates a demonstration of proficiency in adhering to professional standards and best practices. These standards, set forth by the Council for Exceptional Children (CEC), define the specialized knowledge and skills crucial for effective and safe practice in special education.

 

Aligned with the CEC's Special Education Developmental Disabilities and Autism Spectrum Disorder Specialist Standards, the KU ASD program intricately weaves these standards into its eight fundamental domains and competencies. Furthermore, there is a deliberate emphasis on employing evidence-based interventions, particularly those endorsed by the National Clearinghouse on Autism Evidence and Practice (NCAEP) guidelines.

 

These standards and practices are seamlessly integrated across the entire framework of the KU ASD program, forming its core foundation.

Individual Learning Differences

OVERVIEW

This domain focuses on providing individualized instruction that meets each student’s specific needs in order to create a meaningful learning environment. It reflects how I use my understanding of the core characteristics of individuals with ASD, along with factors like medical needs, theory of mind, central coherence, and executive functioning, to guide my instruction.

 

The artifacts I selected demonstrate my knowledge and show how I apply evidence-based practices to support communication, behavior, and learning by using student interests, data, and ongoing assessment.

 

Overall, this domain highlights my ability to design and adjust instruction to support both academic growth and self-regulation across settings.

DOMAIN COMPETENCIES


1.1 Knowledge of medical aspects & implications for learning

 

This artifact shows my understanding of how medications used with students with ASD can impact behavior, attention, and learning, and how I consider those factors when planning supports.


 

1.2 Knowledge of core & associated characteristics of ASD

 

This artifact shows my understanding of the core and associated characteristics of ASD and how I use that knowledge to better plan individualized supports.

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1.3 Knowledge of co-existing conditions in general population

 

This artifact shows my understanding of co-existing conditions by describing my students as individuals, many with additional needs like ADHD, speech and language processing disorders, and sensory differences. It reflects how I recognize these needs look different for each student and use that to plan individualized supports.

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1.4 Recognition of sensory challenges of ASD

 

This artifact shows my understanding of how sensory differences impact behavior, focus, and engagement, and how I adjust supports based on those needs.

 


1.5 Understanding speech, language, & communication needs

 

This artifact shows my understanding of different communication needs and how I use strategies to support student communication and participation.

 


1.6 Addressing adaptive behavior needs

 

This artifact shows how I support and track growth in independence and daily living skills through targeted instruction and progress monitoring.

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1.7 Effect of theory of mind, central coherence, & executive function

 

This artifact shows my understanding of executive functioning and how I use visual supports to improve organization, transitions, and independence.

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1.8 Effect of neurological differences on learning & behavior

 

This artifact shows my understanding of how neurological differences impact learning and how I adapt instruction to meet a range of needs.

 

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1.9 Knowledge of the effect of self-regulation on learning & behavior

 

This artifact shows my understanding of self-regulation and how I support students in managing emotions to improve engagement.

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1.10 Instruction for independent life skills & adaptive behavior

 

This artifact shows how I use step-by-step instruction to teach functional life skills and promote independence.

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1.11 Use specialized instruction to enhance social participation

 

This artifact shows how I use visual supports to teach social skills and increase participation with peers.

 

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1.12 Instruction based on learner, interests, and assessment

 

This artifact shows how I use student data and interests to guide individualized instruction and increase engagement.

REFLECTION

One of my strengths in this domain is my ability to understand how different factors—such as sensory needs, communication differences, and executive functioning—impact student behavior and learning. I am intentional about creating a structured and predictable environment that supports student success, while also adjusting supports based on individual needs. I do a strong job recognizing the “why” behind behaviors, whether it is sensory, communication, or regulation-based, and respond in a way that is appropriate and supportive rather than reactive. Overall, I focus on creating an environment where students feel supported, understood, and able to engage.

 

Within my classroom, I have created structured, predictable environments that support student success, and I plan proactively for students’ sensory, communication, and regulation needs. An area I want to continue refining is how I can extend these practices beyond my own classroom, helping shape learning environments in other settings—such as general education classrooms, shared spaces, or transition areas. By collaborating with colleagues to share strategies and support inclusive practices schoolwide, I can help ensure that students experience consistency, accessibility, and support across all environments.

© Erica Grindinger 2026

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