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Autism 300.8(c)(1)(i), 89.1040(c)(1), 1401(3)(A) means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child’s educational performance. The characteristics of autism are generally evident before age three, but, could be appear after age three. Characteristics often associated with autism are:
engagement in repetitive activities and stereotypical movements
resistance to environmental change or change in daily routines
unusual responses to sensory experiences
The child may be considered to be a child with autism if the child has a developmental disability significantly affecting verbal communication, nonverbal communication; and social interaction. Children with pervasive developmental disorders are included under the disability category of autism. The child may not be considered to be a child with autism if the child's educational performance is adversely affected primarily because the child has an emotional disturbance.
What's Required
Eligibility definitions:
(1) Autism. A student with autism is one who has been determined to meet the criteria for autism as stated in 34 CFR, §300.8(c)(1). Students with pervasive developmental disorders are included under this category. The IEP team's written report of evaluation shall include specific recommendations for behavioral interventions and strategies.
What We Do
What are the service options for students with autism?
general education classroom with consultative support from an autism specialist, if needed
general education classroom with direct instructional services from a special education teacher
a combination of general education and self-contained special education classes with consultative and/or direct instructional services
self-contained special education classroom with direct instructional services
How are services determined?
determined by the ARD/IEP Committee
based upon indiviudal needs of student
may include related services as determined by the ARD/IEP Committee
includes technology support
may include In-Home/Community-Based Training as determined by the ARD/IEP Committee through the autism supplement
What type of training is needed to work with students with autism?
the extent to which deficits in social, communication, and behavior impact academics and progress in the educational setting
specially designed instruction
accommodations and modifications
technology supports including communication systems
social skills instruction
positive behavior support strategies
principles of structured teaching
data collection methods and tools
student work systems
behavior management principles
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