Documents on Autism from Public Agencies

See also:    Autism: In-Depth Articles    Education   

Internet Resources

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.
Oregon Department of Education Office of Special Education
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.
California Health, Human Services Agency
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.
New York State Department of Health Early Intervention Program
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.
Jane Amundson et al
School district personnel who suspect that a child may have Autism are responsible for informing the child's parent(s) of the suspected disability.
Colorado Autism Task Force
Adrienne Perry, Rosemary Condillac, Children's Mental Health Ontario
From the Massachusetts Department of Education. Accurate, comprehensive information on autism, detailing a wide array of strategies and resources.
Barbara Domingue, Caryn Goldberg
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.
Illinois School Psychologists Association
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.
Ohio Developmental Disabilities Council
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.
Susan Evans, George DiFerdinando, Department of Health and Senior Services, New Jersey Early Intervention System
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.
Nebraska Special Education Advisory Council Ad Hoc Committee on Autism Spectrum Disorders
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.
Vikram Dua, British Columbia Ministry of Health Planning
Form used by ODE
Oregon Department of Education
Newfoundland and Labrador Department of Education
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.
British Columbia Ministry of Education
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.
British Columbia Ministry of Education
What is ASD; Sensory; Communications; Parent's Perspective; Curriculum; Problem Solving; Classroom; MACs (Must Do To Achieve Change)
Denise Sawan Caruso, Chris Filler
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 .

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