autism

Defined:

In the Diagnostic and Statistical Manual of Mental Disorders (DSM), the American Psychiatric Association sets
forth the following indicators for autism:

1. Qualitative impairment in social interaction, as manifested by at least two of the following:
a. marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression,
   body postures, and gestures to regulate social interaction,
b. failure to develop peer relationships appropriate to developmental level
c. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a
   lack of showing, bringing, or pointing out objects of interest)
d. lack of social or emotional reciprocity

2. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one
of the following:
a. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is
    abnormal either in intensity or focus
b. apparently inflexible adherence to specific, nonfunctional routines or rituals
c. stereotyped and repetitive motor manners (e.g., hand or finger flapping or twisting, or complex whole-body
    movements)
d. persistent preoccupation with parts of objects

3. Qualitative impairments in communication as manifested by at least one of the following:
e. delay in, or total lack of, the development of spoken language (not accompanied by an attempt to
    compensate through alternative modes of communication such as gesture or mime)
f. in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with
    others
g. stereotyped and repetitive use of language or idiosyncratic language
h. lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

For additional information regarding autism, diagnosis and interventions, please visit the following Center for Disease
Control and National Institute for Mental Health websites: Center for Disease Control and Prevention Autism
Information Center, Center for Disease Control and Prevention Developmental Screening, and Autism Spectrum
Disorders (Pervasive Developmental Disorders) (National Institute of Mental Health).

Autism, Special Education Law, and IEPs

The Individuals With Disabilities Education Act defines autism as a developmental disability which significant affects
verbal and nonverbal communication and social interaction. Other characteristics often related to autism are
engagement in stereotyped movements and repetitive actions, resistance to changes in environment or daily routine,
and unusual reactions to sensory experiences. Autism is typically evident before the age of three.

A child on the autism spectrum is eligible for an IEP if the autism sufficiently affects the child's educational
performance. According to IDEA, the child must, "by reason [of his/her autism] need special education and related
services." The term "autism" will likely not apply when the child's educational performance is negatively affected
primarily due to a serious emotional disturbance.

If the child is IDEA-eligible, the IEP must address the ways in which the autism adversely affects the child's
educational performance. The IEP must also incorporate strategies to improve the child's communication, social,
behavioral, and functional daily life skills. Toward that end, the educational program should incorporate appropriate
amounts of interaction with nondisabled peers. Students should be provided opportunities to socialize and/or
collaborate throughout the school day.

Autism and the Classroom

The classroom environment should be structured, predictable, and consistent. When the teachers know of an
upcoming change in routine, she should prepare the student by explaining what will be different, and what the student
should expect or do. Teachers should give directions in a very specific, step-by-step manner, and provide physical
supports, as well as verbal and visual prompts. They should also give prompt positive feedback for each of the
student's successes.

Accommodations

Accommodations are supports or services that enable a student to access learning, without altering the actual
standards towards which a student is working.

Accommodations are for "classroom instruction," "classroom assessment," or "state- and/or district-assessment"
purposes. "Instructional accommodations" enable the student to access classroom, standards-based academic
content. "Classroom assessment" accommodations allow the student to appropriately "show what they know" on
classroom tests. "Assessment accommodations" enable the child appropriately participate in district-, state-, and
high-stakes standardized tests.

Parents and Teachers Working Together

Teachers should work together with the student’s parents and other school personnel to create and implement an
educational plan tailored to meet the student’s needs. Autism traits and symptoms vary greatly from student to
student. Each student with autism requires unique supports and strategies.

Parents should actively participate in the development of their child's educational program. Parents should also re-
enforce within the home, the classroom experiences, approaches and learning activities. Finally, parents must
regularly share information about how the student is doing at home.

Teachers should solicit parent contributions to the educational process. Teachers should let parents know that their
insight is necessary and valuable to classroom instruction and education. At the start of each school year, teachers
should establish a communication plan with parents, in order to exchange information about the child's progress.

Defined:

In the Diagnostic and Statistical Manual of Mental Disorders (DSM), the American Psychiatric Association sets forth
the following indicators for Asperger's Syndrome":

1. Qualitative impairment in social interaction, as manifested by at least two of the following:
a. marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression,
body postures, and gestures to regulate social interaction,
b. failure to develop peer relationships appropriate to developmental level
c. a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a
lack of showing, bringing, or pointing out objects of interest)
d. lack of social or emotional reciprocity

2. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one
of the following:
a. encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is
abnormal either in intensity or focus
b. apparently inflexible adherence to specific, nonfunctional routines or rituals
c. stereotyped and repetitive motor manners (e.g., hand or finger flapping or twisting, or complex whole-body
movements)
d. persistent preoccupation with parts of objects

For additional information regarding autism, diagnosis and interventions, please visit the following Center for Disease
Control and National Institute for Mental Health websites: Center for Disease Control and Prevention Autism
Information Center, Center for Disease Control and Prevention Developmental Screening, and Autism Spectrum
Disorders (Pervasive Developmental Disorders) (National Institute of Mental Health).