The federal definition of autism preceded the fourth edition of the Diagnostic and Statistical Manual (DSM-IV) [8] and has remained essentially unchanged since 1990. The federal definition is generally consistent with the category of pervasive developmental disorders (PDD), as described in the DSM-IV, and autism spectrum disorder, as described in the DSM-5 [9], but does not correspond to any particular variant of PDD (see below). In public school systems, students clinically diagnosed with DSM-IV or DSM-5 autism spectrum disorder are likely to be identified in the federal category of autism to receive specialized educational services. Here we use the term autism to include diagnoses of autism spectrum disorder DSM-IV PDD or DSM-5. There is no better time than now, literally, to make these improvements. As mentioned earlier, the number of students with autism continues to increase. Not only does this do a disservice to more students when a lower definition and assessment is poor, but it also increases the number of parents and teachers who are likely to support better support. With the publication of the DSM-5, SEAs have the opportunity to expand and update their current definition of autism. The DSM-5 criteria include all elements specified in the current IDEA definition, with the exception of taking into account the coexistence of potential emotional disorders, rather than exempting autism eligibility based on these characteristics. In addition, IDEA-2004 should have been revisited and possibly amended by Congress to open a window of opportunity, but for a limited time to update and clarify the federal definition of autism in education. Our evaluation encoding list included each of the evaluation areas in the above statement as characteristics. In addition, our first reading of the SEA evaluation statements revealed additional evaluation areas that we added to the list of characteristics.
These supplements included the following: medical assessment or information, observation, parent interview, social development history, behavioral scale, adaptive behavior, sensory functions, autism-specific diagnostic tool, and developmental assessment. Tim is eligible for special education services in the “autism” education category. Federal IDEA legislation has defined the claim category “autism” as a disability that interferes with communication and social interaction. IDEA recognizes that ASD may exhibit characteristics such as repetitive activities, stereotyped movements, resistance to change, and unusual sensory responses. Children with autism spectrum disorder characteristics may be eligible for services in the autism category or another claim category, depending on the child`s unique characteristics. A disability must interfere with a student`s education and require special education for the student to be considered special education services. For many SEAs, autism assessment procedures were on the same website where the definition was given. If not, we searched the SEA website with “autism permission”. All SEA definitions and autism assessment procedures were collected between February and May 2012.
In general education, it is sometimes possible to provide the least restrictive environment possible with a shelter, such as an isolated assistant trained to work with autistic children. Due to the above characteristics, the education of a student with a disease that falls on the autism spectrum proves difficult. Students with autism often face academic barriers such as: The IDEA legislation has established an important role for parents in their children`s education. As a parent, you have the right to be treated as an equal partner with the school district when deciding on an education plan for your child and their individual needs. This allows you to be a strong advocate for your child. It also means that you need to be actively and informed involved in planning and monitoring your child`s unique program and legal rights. The number of components in the definitions of autism in SEA ranged from 5 to 17. The modal number of components was 8. The results of our survey of the different components of each SEA definition are summarized in Table 1. A large majority of autism definitions in SEA (n = 35.69%) were essentially coded as IDEA (IDEA 2004 definition in whole or in part) as the sole basis for autism eligibility criteria for their condition. Only 4 definitions of SEA (8%) were considered primarily DSM (the three DSM-IV-TR criteria for autistic disorders (impaired social functioning, communication disorders, and stereotyped interests and activities), including the four specific sub-criteria for each). In addition, 10 SUP definitions (20%) used both the IDEA 2004 and DSM-IV-TR criteria and included essential elements from both sources, either verbatim or with minor wording changes.
Two SEAs, California and Florida, presented unique state definitions that addressed certain characteristics of autism as found in IDEA-2004 and DSM-IV-TR, but did not contain enough similarities to be coded as Essentially IDEA or Essentially DSM. Before diving into the common traits related to autism, it`s helpful to understand some context. The National Dissemination Center for Children with Disabilities (NICHCY) recognizes that the term “autism spectrum disorder” is gaining momentum because it better captures the similarities between autism and other conditions that fall into this category. This term refers to five subcategories: autism, Asperger`s syndrome, Rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDDNOS). In 1991, the federal government made autism a special educational category under the Education of Persons with Disabilities Act (IDEA) and public schools began identifying children with autism and providing them with specialized services. Table 1 shows that most SEA definitions prohibit qualification in the autism category for a student with certain other conditions. This is a mistake because some of these other conditions are commonly found in autistic children. For example, children with autism often experience mood, anxiety and other mental disorders [15-17] that may characterize the student as emotional disorders. Yet, in 44 SEA definitions, the qualification for emotional disorders excludes the qualification for autism. Third, the DSM-5 concept of autism, such as the DSM-IV, emphasizes problems with social functioning and repetitive behaviors and interests, as well as issues related to the social aspects of language. The DSM-5 recognizes the importance of sensory processing problems and the possibility of co-existing mental disorders.
More SEAs should consider the DSM-5 elements of autism spectrum disorder when considering revisions to their definition of autism and appropriate procedures by which reviewers provide data to determine relevance. States also have administrative definitions for various categories of educational disabilities, including autism. State Education Authority (SEA) definitions of disability do not have to match the federal definition, but must essentially address its elements or lose federal financial support for special education.