LEGAL STANDARDS

School districts are required by federal and state law to provide programs based on "raised expectations", that reflect the competency and potential of children who are on the Autism Spectrum.

Congress added “autism” as a distinct category in 1990, noting:

…some children, who by reason of their autism require special education and related services, continue to face difficulty in receiving a free appropriate public education. By including autism in the statute, the Committee fully intends that children with autism, who by reason thereof require special education and related services, receive a free appropriate public education designed to meet their unique needs.
House Rept. 101-544, 6/18/90

One court noted that:

education for a child with autism “covers a wide range ‘of skills or knowledge—including not only academic learning, but also socialization, adaptive skills, language and communication, and reduction of behavior problems—to assist a child to develop independence and personal responsibility"
Amanda J. v. Clark City Sch. Dist., 267 F.3d 877 (9th Cir. 2001), citing National Research Council, Educating Children with Autism, Catherine Lord & James P. McGee, eds., National Academy Press 2001.

The courts have stressed the significant benefit of early intervention and theraputic interventions for individuals on the Autistic Spectrum :
Without early identification and diagnosis, children suffering from autism will not be equipped with the skills necessary to benefit from educational services. A report by the National Research Council analyzed ten educational intervention models for children with autistic disorders. All ten programs emphasized ‘the importance of starting intervention when children are at the earliest possible ages.
(Amanda J. V. Clark City School Dist., 26 F.3d 877, 883 9th Cir. 2001)

The federal special education law was specifically amended in 1997 to “raise expectations and increase educational achievement of students with disabilities”
DOE Administrative Advisory SPED 2002-1

School districts must design IEPs to develop the students individual educational potential
MGL ch71B sec. 1; 603 CMR 28.01(3); 603 CMR 28.02(18); Ed Reform Law,
MGL Ch.69 sec.1

Court decided in favor of a student with autism based on determination that student had “untapped potential”, rejecting school district’s argument that student was not capable of more than very limited
progress due to severity of disability.”
In re Drew P. v. Clarke County Sch. Dist. 877 F.2d 927 (11th Cir. 1989)


RECOMMENDED

BOOKS and DVD's

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Understanding Autism for Dummies Shore; Foreword by: Temple Grandin
Contributing Authors: Kassiane Sibley, Stephen M. Shore, Roger N. Meyer, Phil Schwarz, Liane Holliday WilleyPurchasing Information

From within the autism spectrum Stephen Shore, joins forces with veteran writer Linda Rastelli to write the long overdue Understanding Autism for Dummies as part of the acclaimed Wiley “For Dummies series.” With a foreword and other input from Temple Grandin, as well as inspiring vignettes from others with autism, this resource helps the reader sort out challenges relating to selecting interventions, financial concerns, education, family issues, and adulthood. Newcomers and seasoned members in the autism community will find valuable advice for empowering people with autism to use their strengths for maximizing their potential in life.

Ask and Tell: Self-Advocacy and Disclosure for People on the Autism Spectrum, edited by Stephen M. Shore; foreword by Temple GrandinPurchasing Information

Ask and Tell is unique by being the first book to speak to the twin issues of self-advocacy and disclosure for people with autism and by consisting exclusively – including the cover art and the preface by Temple Grandin – of contributions by those on the autism spectrum for persons on the spectrum.

Successful self-advocacy involves a degree of disclosure about oneself that often carries some degree of risk, in an effort to reach a goal of better mutual understanding. The book offers countless practical ideas and advice adjusted for different personalities and personal preferences, and always backed by the real-life experiences of the authors. In addition to individuals on the spectrum, the book is a must for parents, teachers, counselors, and representatives from the numerous agencies that work with people on the autism spectrum and other conditions

Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome, 2ndEd.by Stephen M. Shore, foreword by Temple GrandinPurchasing Information

This expanded second edition, which features a foreword by Dr. Temple Grandin, includes an important new chapter on getting ready for college. In addition, the discussion on common sensory reactions has been expanded. Finally, there's a new chapter on Shore's recent public involvement with autism spectrum-related issues, including testifying on the state of autism-related issues to the chair of Governmental Reform, speaking at conferences, both in the United States and internationally, and advocating for services for individuals on the spectrum.

Kassiane A. Sibley


Autism Consutant/ Individual with autism - Kassianne Sibley is a young adult with high functioning autism who is well known for her voice in autism advocacy, consultative work, and writing (a contributing author to Ask and Tell, 2004). Her intelligence, eloquence, courage and persistence is an unbeatable combination to behold.

Tony Attwood

A clinical psychologist explains the possible causes of Asperger's Syndrome and offers a wide range of personal accounts, making this a complete guide for parents and families of children and young people with AS.