Educational Implications
Early diagnosis and appropriate educational programs are very important to children with autism or PDD. Public Law 105-17, the Individuals with Disabilities Education Act (IDEA), includes autism as a disability category. From the age of three, children with autism and PDD are eligible for an educational program appropriate to their individual needs. Educational programs for students with autism or PDD focus on improving communication, social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning sometimes require the assistance of a knowledgeable professional in the autism field who develops and helps to implement a plan which can be carried out at home and school.
The classroom environment should be structured so that the program is consistent and predictable. Students with autism or PDD learn better and are less confused when information is presented visually as well as verbally. Interaction with nondisabled peers is also important, for these students provide models of appropriate language, social, and behavior skills. To overcome frequent problems in generalizing skills learned at school, it is very important to develop programs with parents, so that learning activities, experiences, and approaches can be carried over into the home and community.
With educational programs designed to meet a student's individual needs and specialized adult support services in employment and living arrangements, children and adults with autism or PDD can live and work in the community.
Resources
Bondy, A., & Frost, L. (2002). A picture's worth: PECS and other visual communication strategies in autism. Bethesda, MD: Woodbine House.
Harris, S. (2003). Siblings of children with autism: A guide for families. Bethesda, MD: Woodbine House.
Harris, S.L., & Weiss, M.J. (1998). Right from the start: Behavioral intervention for young children with autism: A guide for parents and professionals. Bethesda, MD: Woodbine House.
Journal of Autism and Developmental Disorders. (Available from Kluwer Academic Publishers at 866-269-9527. Web: www.wkap.nl/
Maurice, C., Green, G., & Luce, S.C. (Eds.). (1996). Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: Pro-Ed.
McClannaham, L.E., & Krantz, P.J. (1999). Activity schedules for children with autism: Teaching independent behavior. Bethesda, MD: Woodbine House.
Powers, M.D. (Ed.). (1999). Children with autism: A parent's guide. Rockville, MD: Woodbine House.
Richman, S. (2001). Raising a child with autism: A guide to applied behavior analysis for parents. London: Jessica Kingsley Publishers.
Schopler, E., & Mesibov, G.B. (Eds.). Books available in the “Current Issues in Autism” book series include: Behavioral issues in autism (1995), Learning and cognition in autism (1995), Asperger syndrome or high-functioning autism? (1998), The research basis for autism intervention (2001), Understanding Asperger syndrome and high functioning autism (2001). Kluwer Academic Publishers.
Organizations
Autism Hotline
Autism Services Center
P.O. Box 507
Huntington, WV 25710-0507
(304) 525-8014
Autism National Committee
P.O. Box 6175
North Plymouth, MA 02362-6175
Web: www.autcom.org
Autism Society of America
7910 Woodmont Avenue, Suite 300
Bethesda, MD 20814
(800) 328-8476; (301) 657-0881
E-mail: info@autism-society.org
Web: www.autism-society.org
Indiana Resource Center for Autism
Indiana Institute on Disability and Community
2853 East 10th Street, Indiana University
Bloomington, IN 47408-2696
(812) 855-6508; (812) 855-9396 (TTY)
Web: www.iidc.indiana.edu/irca
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