Department of Elementary and Secondary Education

Overview of our activities re: students with autism

Incidence Info

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

2008-09 35.8% 17.3% 10.1% 8.4% 6.6% 6.9% 5.9% 3.9% 2.9% 1.0% 0.7% 0.3% 0.1%

2007-08 37.6% 16.7% 10.0% 8.4% 6.8% 6.4% 5.3% 3.7% 3.0% 0.9% 0.8% 0.3% 0.1%

2006-07 39.0% 16.6% 9.7% 8.5% 7.2% 5.7% 4.6% 3.4% 3.1% 0.9% 0.8% 0.3% 0.2%

A B C D E F G H I J K L M

A – Specific Learning DisabilityB – Communication C – Developmental DelayD – EmotionalE – IntellectualF – HealthG – AutismH – NeurologicalI – Multiple DisabilitiesJ – PhysicalK – Sensory/Hard-of-HearingL – Sensory/Vision ImpairmentM – Sensory/Deafblind

62.3%

55.1%

31.7%

12.3% 10.6% 9.9%3.8% 2.5%

-9.0%-15.0%

-18.3%

-26.8%

-0.9%

-40%

-30%

-20%

-10%

0%

10%

20%

30%

40%

50%

60%

70%

A B C D E F G H I J K L M

A - AutismB - HealthC - Neurological D - PhysicalE - CommunicationF - Development DelayG - Sensory/Vision Impairment

H - Sensory/Hard of HearingI - Emotional J - Multiple DisabilitiesK - IntellectualL - Specific Learning DisabilityM - Sensory/Deafblind

Percent Change of SPED Enrollment, Ages 3-21, by Disability Category (SY06-10)

Figure E: Number and Percentage of Disability Categories Ages 3-21 (SY06 and SY10)

Primary Disability

SY06 SY10

# % # %

Autism 6,477 4.0% 10,781 6.5%

Communication 25,519 15.9% 28,932 17.6%

Development Delay 15,405 9.6% 17,257 10.5%

Emotional 13,630 8.5% 13,849 8.4%

Health 8,019 5.0% 12,758 7.7%

Intellectual 12,245 7.6% 10,682 6.5%

Multiple Disabilities 5,006 3.1% 4,667 2.8%

Neurological 5,199 3.2% 7,013 4.3%

Physical 1,342 0.8% 1,537 0.9%

Sensory/DeafBlind 264 0.2% 193 0.1%

Sensory/Hard of Hearing 1,178 0.7% 1,233 0.7%

Sensory/Vision Impairment 546 0.3% 582 0.4%

Specific Learning Disability 65,922 41.0% 55,263 33.5%

SPED Total 160,752  100% 164,847  100%

Source: Massachusetts Student Information Management System

grade

# Autism per Oct 2010 Enrollment

Autism Enroll %

# MCAS Standard # MCAS Alt

PK 1376 12.8%    

K 860 8.0%    

01 869 8.1%    

02 877 8.1%    

03 824 7.6% 556 349

04 814 7.6% 500 356

05 723 6.7% 461 313

06 743 6.9% 445 284

07 660 6.1% 414 286

08 637 5.9% 390 264

09 549 5.1%    

10 545 5.1% 327 202

11 511 4.7%    

12 507 4.7%    

+ 286 2.7%    

Total 10781   3093 2054

Autism 10 MTH 322 73.1

Autism 10 ELA 315 78.7

Other Disabilities 10 MTH 10274 68.1

Other Disabilities 10 ELA 10255 74.8

DISABILITY Gr. Subject Total CPIPerformance of students with autism as compared to other students with disabilities in the 10TH grade tests for MATH and ENGLISH LANGUAGE ARTS

Definition• Autism – A developmental

disability significantly affecting verbal and nonverbal communication and social interaction. The term shall have the meaning given it in federal law at 34 CFR 300.7.

Key words from the federal definition: A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3…adversely affects …educational performance… engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

From TA doc: ISERS• POSSIBLE ASSESSMENTS & ASSESSMENT FACTORS• Autism-specific rating scales• Assessment of social maturity and skills• Communication Sample and assessment of student’s language

skills including pragmatic language skills• Observations – note if student engages in repetitive or stereotyped

movements and the student’s response to change in daily routines or environment

• Assessment of student response to sensory experiences• Assessment of student’s emotional status (see also emotional

impairment)• Assessment in multiple environments with a variety of tasks• Note: This is a low incidence disability. Assessors should have

experience and knowledge related to appropriate assessment tools

Eligibility• A disabling condition is characterized by significant delays,

impairments, or limitations in the student’s capacity(ies). To make this determination, the Team should consider all of the following as indices of limited, impaired, or delayed capacity:

• a pattern of difficulty that persists beyond age expectations;• a pattern of difficulty across settings;• a pattern of difficulty that is not solely the result of cultural, linguistic,

or socioeconomic differences; and• a pattern of difficulty that persists despite instructional support

activities.• The regulatory definitions of disability include impact on learning.

However, with the exception of a Specific Learning Disability, it is likely that Teams will look at the “disability label” as if it is occurring in isolation from learning, and because of this natural inclination, the eligibility determination process has been structured to include a consideration of educational impact.

Special Considerations for Autism

• Performance may be inconsistent and may not be consistent with developmental norms.

• Environmental structure and presentation of materials may significantly affect performance.

• High anxiety is frequently a major component and may affect performance measures.

• Students may manifest difficulty with incidental learning.• The impact of this disability is pervasive.• Students may manifest attentional issues and issues

with organizing information and understanding abstract concepts.

Special Considerations for Autism

• In July 2006, Chapter 57 of the Acts of 2006, entitled An Act To Address The Special Education Needs Of Children With Autism Spectrum Disorders, took effect.

• Whenever an evaluation indicates that a child has a disability on the autism spectrum, which includes autistic disorder [autism], Asperger's disorder, pervasive developmental disorder not otherwise specified, childhood disintegrative disorder, and Rhett's Syndrome as defined in the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV, 2000), the IEP Team shall consider and shall specifically address the following: the verbal and nonverbal communication needs of the child; the need to develop social interaction skills and proficiencies; the needs resulting from the child's unusual responses to sensory experiences; the needs resulting from resistance to environmental change or change in daily routines; the needs resulting from engagement in repetitive activities and stereotyped movements; the need for any positive behavioral interventions, strategies, and supports to address any behavioral difficulties resulting from autism spectrum disorder; and other needs resulting from the child's disability that impact progress in the general curriculum, including social and emotional development.

Technical Assistance Advisory SPED 2007-1:Autism Spectrum Disorder

• Date: August 25, 2006• This advisory represents "best practice" guidance … to

address a change to the special education law … The purpose of this advisory is to assist school districts and other interested parties in understanding these new requirements and in implementing best practices for meeting the needs of these students as schools resume instruction for the 2006-2007 school year. My appreciation is also extended to a number of individuals working closely with students on the autism spectrum and who are engaged in providing and promoting best practices for students with autism spectrum disorders on a daily basis. Contributions from these individuals provided much of the content in this advisory…

• http://www.doe.mass.edu/sped/advisories/07_1ta.html

Recent Legislation

• The bullying prevention and intervention law, section 8 states: For students identified with a disability on the autism spectrum, the IEP Team must consider and specifically address the skills and proficiencies needed to avoid and respond to bullying, harassment, or teasing. (G.L. c. 71B, §3, as amended by Chapter 92 of the Acts of 2010.)