Primus Elementary spotlights autistic support program and inclusion practices

Primus Elementary Principal Bill Rogers and assistant principal (Mr.) Casertano presented the school’s autistic support program to the board, highlighting classroom structure, inclusion practices, and staff roles that support autistic students’ engagement with the wider school community.

Rogers told the board the school’s team of nine autistic support teachers, classroom assistants and personal care assistants collaborate to provide structured routines, sensory supports and individualized communication tools. “This staff takes immense pride in their students and it is evident in all the extra work that takes place behind the scenes,” Rogers said.

Nut graf: Presenters described a mix of dedicated autistic support classrooms and frequent “push‑in” inclusion activities so autistic students participate in morning meetings, specials (music, art, library), assemblies and field trips alongside general education peers. Teachers use visuals, AAC devices, sensory‑based activities and consistent routines to help students regulate and learn academic skills.

Classroom staff emphasized inclusion outcomes: autistic students attend general‑education recess, schoolwide trips (Philadelphia Zoo, Franklin Institute) and often share morning meeting groups with general‑education classmates to promote social interaction and empathy. Teachers reported the program increases confidence for autistic students and helps general‑education peers develop empathy.

Ending: The presentation was framed as a recognition of staff dedication during Autism Acceptance Month; no board action was requested.