Primos Elementary spotlights autistic support program, inclusion and sensory-based instruction
March 13, 2026 | Upper Darby SD, School Districts, Pennsylvania
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Bill Rogers, principal of Primos Elementary School, and members of the Primos staff described the school’s autistic support program at the board work session.
Presenters said the program includes nine autistic support teachers, classroom assistants, and personal care assistants who collaborate daily to support student success. The staff described structured classroom routines, sensory and interactive activities, integration of AAC devices into lessons, and regular inclusion opportunities with general-education peers for specials, assemblies and field trips.
A staff member said the program emphasizes patience, structure and individualized supports to help students regulate emotions and participate across the school day. Students and staff recounted outings such as visits to the Philadelphia Zoo and Franklin Institute as examples of inclusive activities that involve both autistic support and general-education students.
Why it matters: Presenters framed autistic support as a vehicle for inclusion and social-emotional growth, noting that the program provides pathways for non-verbal or limited-verbal students to take part in typical school experiences with accommodations and supports.
The district and the board were invited to recognize staff contributions; no policy or budget action was proposed during the presentation.
Presenters said the program includes nine autistic support teachers, classroom assistants, and personal care assistants who collaborate daily to support student success. The staff described structured classroom routines, sensory and interactive activities, integration of AAC devices into lessons, and regular inclusion opportunities with general-education peers for specials, assemblies and field trips.
A staff member said the program emphasizes patience, structure and individualized supports to help students regulate emotions and participate across the school day. Students and staff recounted outings such as visits to the Philadelphia Zoo and Franklin Institute as examples of inclusive activities that involve both autistic support and general-education students.
Why it matters: Presenters framed autistic support as a vehicle for inclusion and social-emotional growth, noting that the program provides pathways for non-verbal or limited-verbal students to take part in typical school experiences with accommodations and supports.
The district and the board were invited to recognize staff contributions; no policy or budget action was proposed during the presentation.
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