A program audit of the John S. Charlton Program in Delaware for students with autism and mental disabilities

The purpose of this study focused on an examination of special education programming that allows students to successfully become independent individuals to the best of their ability. As the new administrator of the Johns S. Charlton Program, I felt it prudent to examine the alignment of the school's curriculum with the state content standards via the Functional Life Skills Curriculum. Information garnered from this study will be used to support grant funding of additional programming and technology. In addition, professional development focused on increased inclusion opportunities, both for professionals working in the John S. Charlton Program and those receiving the program's students in the regular education setting, will be provided. Finally, increased communication between all stakeholders will be provided through written and electronic communication.;Recommendations based on the analysis of the data are a need for additional resources, improved technology, and teacher orientation programs; better communication and inclusion opportunities; continuation of the School Improvement Plan as an annual comprehensive program evaluation; modifications of time devoted to the Delaware Alternative Portfolio Assessment; and additional professional development. The overall primary recommendation, therefore, is improvement of communication between all stakeholders.;The first Position Paper introduced the background and rationale for the study, including Delaware's commitment to special education and a description of the Functional Life Skills Curriculum. Position Paper II explains the organization and data collection strategies of this study and presents the data gathered. The final section of the Executive Position Paper will provide an analysis of the data and offer conclusions and recommendations for improvement of the John S. Charlton Program.