Improving Education for Students on the Autism Spectrum

Highlights of the public comment presented to the Maryland Commission on Autism on January 11, 2011, by Staci Dadonna, a Montgomery County citizen who is president of the non-profit Partnership for Extraordinary Minds.

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Nationally, autism dialogue is moving from early intervention to the lack of supports for adults across the autism spectrum, largely ignoring thirteen valuable years in between—the foundational years when most children are enrolled in public schools. I’m disheartened by the absence of a workgroup within this commission to identify needs and goals specifically for public education. The assumption seems to be that whatever is being done is sufficient, and that a crisis appears when the students age out of the public education system at 21.

What can/should schools be doing to make the experiences and outcomes better for students on the autism spectrum?
1. The definition of what constitutes an appropriate education must go beyond academics for these children, based on research about the core deficits including social communication and relationship development, emotional regulation, cognitive flexibility, and executive functioning. How well these deficits are remediated will have as profound an impact (if not more) on the independence of adults with autism as their academic work. And while the amount of remediation possible will be unique to each individual, these are known deficits across the spectrum and must be considered for all students on the spectrum, though to varying degrees.

Of course, school systems are required by law to provide children with special needs a “free appropriate public education... designed to meet their unique needs and prepare them for further education, employment and independent living.” But the federal courts won’t or can’t define more clearly what is "appropriate," and so it continues to be argued. And while the federal courts may be mired on the issue, states have more latitude to define it.

2. School systems must develop mandatory training for principals, teachers and staff to understand the entire spectrum of autism disorders, including PDD-NOS and Asperger’s Syndrome. This is especially important given the national mandate for inclusion. Comprehensive research has been available for more than 10 years. Additionally, systems must be required to support their principals, teachers, and staff to understand and use the research to develop relevant, timely training.
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3. School systems need well-trained support teams that can accurately identify students across the autism spectrum and respond in a timely manner when a child’s emotional and behavioral challenges begin to consistently disrupt their education.

There is so much more to educating our children than consequencing inappropriate behavior, but this is often the only tool teachers have in their toolbox. All staff would benefit from training in positive behavior supports to directly teach students appropriate coping strategies.

4. School systems must be held accountable. How can a public system know whether its programs are effective if they are never objectively evaluated? Using available research, determine which criteria will be used to evaluate the success of students on the autism spectrum and require periodic evaluations. System-wide evaluations will help determine which staff are effective and why so their efforts can be replicated.

To read the complete testimony, CLICK HERE. To learn more about the Partnership for Extraordinary Minds, CLICK HERE.