Autism Spectrum Disorder (ASD) is a lifelong neurological developmental disability that includes autism, Rett's Syndrome, Asperger's Syndrome, and other pervasive developmental disorders. The onset of the disability is generally evident before the age of three and is four times more common in males. Recent statistics estimate that ASD occurs in one out of every 160 births and is not isolated to one race, culture or socioeconomic background.

Every person with ASD is different. No two people with this disorder have the same characteristics or behave in the same way. Autism can occur by itself or in conjunction with any other disability. Mental retardation often co-exists with autism. ASD significantly affects verbal and nonverbal communication and social interaction that results in adverse effects in educational performance. Other characteristics often associated include the following:

ASD is usually diagnosed by a neurologist or a psychologist. In the schools, a team of professionals, including a school psychologist and the student's parents determine eligibility for autism. There are no medical tests, at this time, to indicate autism.  To date, no cure for autism has been discovered even though several agencies such as the Autism Research Institute (ARI), the Centers for Disease Control and Prevention (CDC), and Autism Speaks have an ongoing commitment to investigate causes, prevention and cures for autism.  Early intervention is essential to maximize potential and quality of life for students with autism. (See Pre-K ESE).

In Miami-Dade County Public Schools, there are currently 64 schools with programs for autism with approximately 220 teachers.  Students with ASD are served in different settings according to their individual needs ranging from the general education classroom to self-contained classrooms.  The student's Individual Educational Plan (IEP) will determine the special education and related services for the student.  The goals for students with ASD focus on developing independence in the following areas: communication, social, functional, academics, daily living, leisure/community and vocational skills.  Communication goals are a priority for all students with autism.  Concentrated efforts are put forth to develop a communication system that is appropriate to the needs and abilities of the student. 

In high school, academic goals for obtaining a standard diploma are appropriate for some students.  Others may need instructional programs geared toward vocational preparation and community-based experiences incorporating functional communication and fostering the acquisition of appropriate social skills in the natural environment.  A consistent behavior management program through the use of clear visual cues of daily tasks and routines as well as incorporating a visually defined classroom structure assists students in achieving their independence. Effective programming includes planning for generalization and maintenance of skills that will ultimately allow an adult with autism to be as independent as possible, to have a social life that includes real friends, to participate in leisure activities, and to fulfill their potential as productive, contributing members of society.

Self-contained classrooms are highly structured both physically and in terms of the daily schedule.  Visual supports are infused throughout the classroom.  Students receive instruction in one-to-one, small and large group settings.  Discrete trial teaching (an ABA approach) is built in to one-to-one teaching as well as small group instruction.  Students may follow a standard or modified curriculum.  Emphasis on social and communication skills is stressed throughout the school day.  TEACCH methods are also used to build upon student strengths while addressing academic, social, and language needs.

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