Framework (What’s Required):

  • (1) Autism. A student with autism is one who has been determined to meet the criteria for autism as stated in 34 CFR, §300.8(c)(1). Students with pervasive developmental disorders are included under this category. The IEP team's written report of evaluation shall include specific recommendations for behavioral interventions and strategies.

Persons Responsible:

    • A student having or is suspected of having an autism spectrum disorder can be referred for a special education evaluation by the parent or school personnel. All parent requests and school referrals are facilitated by the campus Intervention Assistance Teams (IAT).
    • Assessment for the condition of autism is conducted by the campus LSSP.


  • A written report of an initial evaluation must be completed not later than the 45th school day following the date on which the local educational agency receives written consent for the evaluation from the child's parent.

Methods (What We Do):

  • What are the service options for students with autism?

    • general education classroom with consultative support from an autism specialist, if needed
    • general education classroom with direct instructional services from a special education teacher
    • a combination of general education and self-contained special education classes with consultative and/or direct instructional services
    • self-contained special education classroom with direct instructional services


    How are services determined?

    • determined by the ARD/IEP Committee
    • based upon individual needs of student
    • may include related services as determined by the ARD/IEP Committee
    • includes technology support
    • may include In-Home/Community-Based Training as determined by the ARD/IEP Committee through the autism supplement


    What type of training is needed to work with students with autism?

    • the extent to which deficits in social, communication, and behavior impact academics and progress in the educational setting
    • specially designed instruction
    • accommodations and modifications
    • technology supports including communication systems
    • social skills instruction
    • positive behavior support strategies
    • principles of structured teaching
    • data collection methods and tools
    • student work systems
    • behavior management principles