This position statement from the Critical Issues Committee of the Developmental Disabilities Division of the Council for Exceptional Children focuses on clarifying the place of autism spectrum disorders within the field of developmental disabilities. The representation of concerns relating to autism spectrum disorders by the Developmental…

Discussion of ways to promote inclusion for individuals with severe disabilities first establishes the principle of normalization, then describes conditions and practices that reflect this principle and foster inclusion across the life span. These include universal design, person-centered planning, self-determination, and positive behavior…

This article extrapolates principles from litigation concerning students with autistic spectrum disorders (ASD) and the Individuals with Disabilities Education Act to establish guidelines for individualized education program teams developing appropriate special education programs for students with ASD. Principles address free, appropriate public…

This article discusses the need to connect research and policy in the education of children and youth with autism spectrum disorders. It considers issues related to selecting and implementing use of research and evidence-based practices and the need for appropriately trained educational professionals. (Contains references.) (Author/DB)

Discussion of personnel preparation in autism spectrum disorders considers areas of concern including the current teacher shortage and attrition among special education teachers, noncategorical versus categorical teacher training, lack of scope and depth of most autism training models, clashes in theoretical orientations, and interactions with…

Recommendations on transition for youth with disabilities are presented, including partnerships between school personnel and staff from the state-federal vocational rehabilitation; one-stop career centers; federal financial support of competitive employment; professional development for postsecondary faculty; and financial incentives for…

This article considers whether Asperger syndrome (AS) should necessarily be viewed as a disability or as a difference. It concludes that "difference" is a more neutral and fair description. A model (the emphasizing-systemizing model) is summarized that attempts to define in what way individuals with AS are different. (Contains references.)…

Written by a father of a child with autism, this article discusses the child's symptoms, the diagnosis of autism, and the child's behavior problems. It describes the use of different types of computer software that has enabled the child to experience a series of cognitive jumps. (CR)

Written by the mother of a child with autism, this article discusses the journey from a diagnosis of autism at age 3 through the many therapies to upper grade school, where the child is doing so well that they have considered dropping the diagnosis. The miracles and hard work are discussed. (CR)

A mother writes of her early years with her son as a single parent and the difficult years with twin younger siblings when she was trying to find a diagnosis and help for her son. Her son is 9 years old now, and she reflects on her experiences. (Author/CR)

The mother of a 13-year-old boy with autism discusses the symptoms of autism from birth through 18 months and 18 through 36 months and her journey out of denial. The dreaded validation of the diagnosis and the support of other parents are addressed. Her husband shares some suggestions for stepfathers. (CR)

The mother of a 10-year-old boy with high functioning autism discusses her shock at the diagnosis, her denial, her feelings of guilt, her sense of isolation, the panic she felt in trying to stay on top of things, her anger, bargaining with herself, and her final feelings of acceptance and hope. (Contains three references.) (CR)

This article discusses the consequences of labeling individuals with high functioning autism and Asperger syndrome. It describes three ways people respond to a diagnosis: with energy and improved confidence, with a retreat into the disability and withdrawal from relationships, and with resentment for being singled out. (Contains three references.)…

This article discusses a teacher's successful experiences in using facilitated communication with individuals with severe autism and other disabilities. The facilitated communication enabled the students to express their feelings, engage in reading activities, and progress academically. The lessons the teacher learned from her students are…

A psychologist reflects on the lessons learned in working with children with autism, their families, and their schools: there is no way to predict child development, no child and no family go untouched by the diagnosis, and the feelings that parents have related to an initial diagnosis change over time. (CR)