Autism

An individual with autism may need specialized instruction, assistive technology, therapies, and positive behavioral supports that reflect their unique strengths to develop the skills to participate actively in the world. The Academic Achievement and Inclusive Practices unit aims to share the knowledge, practices, and supports that will help define effective services and programs in schools, districts, and homes.

Defining Autism and Eligibility for Special Education

Autism is a developmental disability affecting more than 17,000 school children in Arizona. Characteristics of autism include challenges in communication, socialization, and behavior. Any one or more of these areas may be affected to a greater or lesser degree, and for that reason, autism is a spectrum disorder. To receive special education in schools, a child who is impacted by social, communication, and behavioral challenges as defined in the 34 C.F.R. § 300.8(c)(1) and 15-761 is evaluated by a team of professionals who know the child.

This team, which includes the parents, then determines if the child requires specialized instruction to benefit from the school experience. The child may be eligible to receive special education services and accommodations under the educational disability category of autism if the disability is found to have an impact on his or her performance and access to the general education curriculum. A medical diagnosis is another avenue for identifying the presence of autism. Individuals who demonstrate difficulties in communication, socializing, and behavior are evaluated by practitioners such as pediatricians, neurologists, psychiatrists, or clinical psychologists.

However, diagnosis does not automatically establish eligibility for special education. The Individuals with Disabilities Education Act (IDEA) describes the procedural regulations for determining eligibility. To receive special education in the school setting, an educational team will review all of the documentation about the child, which can include the medical diagnosis, to determine the impact of the disability on the child's ability to participate in the educational setting at grade level or whether additional testing is necessary. This review of the documents and all of the data about the child takes place before placement in special education.

If you have questions about this process, please contact the Special Education Director in your school or ADE Exceptional Student Services.

Early Identification of Autism

Within Arizona, Child FIND is a component of the Individuals with Disabilities Education Act (IDEA) that requires Public Education Agencies (PEA) to locate, identify, and evaluate all children with disabilities, aged birth through 21, located within their boundaries of responsibility who need early intervention or special education services.

Visit AZ FIND, and other research and resource organizations below for more information on early detection:

Learn the Signs. Act Early: Track your child's development based on CDC milestones from birth to 5 years old and act early if you have a concern.
Detecting, studying, and treating autism early: The "1-Year Well-Baby Check-Up Approach" shows promise as a simple mechanism to detect cases of ASD, LD, and DD at 1 year.

Evidence-Based Practices (EBP)

Web-Based Training

The Autism Focused Intervention Resources and Modules (AFIRM) are designed to help learn a step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age.

Arizona Statewide Autism Project (AzSAP)

In collaboration with ADE’s Exceptional Student Services Special Projects is offering a capacity-building opportunity to public school educators for training designed to improve instruction and support for students with Autism and other disabilities in Pre-K through High School. AzSAP is an innovative project that began in 2012. The project focuses on the educational needs of students with significant learning challenges, including autism spectrum disorder (ASD).

The project has continuously expanded and now includes preschool, elementary, and secondary levels. The project focuses on supporting students in both self-contained and inclusive settings and developing training sites and coaches to increase state and local capacity.

For more information, contact [email protected] .

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