This paper is written to assist teams to determine eligibility, to identify current levels of educational performance, to identify needs, and to link that information to the development of the IFSP/IEP.
The number of persons entering the system with autism has increased dramatically over the past 11 years relative to the other three developmental disabilities, and the accelerated rate appears to be sustaining an upward trend into future years.
Evidence-based clinical practice guidelines are intended to help professionals, parents, and others learn what scientific evidence exists about the effectiveness of specific clinical methods.
Colorado Autism Task Force has adopted an operational definition of autism for the purpose of creating guiding principles for serving children with autism. The word autism is used in this manual to refer to the broader spectrum of autism.
School district personnel who suspect that a child may have Autism are responsible for informing the child's parent(s) of the suspected disability.
From the Massachusetts Department of Education. Accurate, comprehensive information on autism, detailing a wide array of strategies and resources.
A multidisciplinary team shall determine that pupil is eligible and in need of special education instruction and related services if the pupil meets the criteria in items A and B. A determination of eligibility must be supported by information collected from multiple settings and sources.
This guide is not intended to provide great detail on any one subject relating to autism; rather it is to serve as a road map to facilitate finding relevant information on numerous subjects.
For the disability categories below, subsection (a) sets forth the evaluation that shall be conducted, subsection (b) sets forth the minimum criteria the child shall meet and subsection (c) sets forth the requirement that the team shall determine whether a child needs special education.
Autism, when educationally defined, is a term applied to children who fall within the continuum of Pervasive Developmental Disorders (PDD), and who exhibit the most
severe behavioral and communication deficits within that continuum.
The guidelines are intended to serve as a tool that can be used to help families, educators, medical professionals, care providers and other service providers make informed decisions about children and young adults with ASD/PDD.
These guidelines support the mission of early intervention, promote consistency in service delivery across the state and most importantly, address the specific needs of children with autism spectrum disorders and their families.
Students with ASD present unique neurological and behavioral characteristics. In addition, there is the spectrum of involvement within the disability. It has become clearer that ASD is a syndrome, not a disease in the traditional sense of the word.
A priority objective was to establish a common definition of autism; common language, assessment practices; and eligibility for autism services. Another priority was to enhance regional capacities to complete multidisciplinary assessments and diagnoses.
No single method for teaching students with autism is successful for all students. Also, students' needs change over time, making it necessary for teachers to try other approaches.
The challenge for teachers is to provide each student in their classroom with learning activities that provide challenge and success
promote growth, involve the student as an active learner, are age appropriate, and enhance self-concept.
What is ASD; Sensory; Communications; Parent's Perspective; Curriculum; Problem Solving; Classroom; MACs (Must Do To Achieve Change)
All students being considered for eligibility for special education and any necessary related services under this category shall be evaluated in all areas of suspected disability and in accordance with the procedures in WAC 392-172-106 through 392-172-111 .