Special Education Services: A Manual of Policies, Procedures and Guidelines

E.11 Autism Spectrum Disorder

Definition
Autism Spectrum Disorder (ASD) is a term used to describe a group of lifelong neurodevelopmental disabilities characterized by the manifestation of behavioural characteristics across multiple areas of functioning. ASD is defined and diagnosed through the observation of behaviours. Characteristics are observed, in varying degrees, in social relationships, communicative competence, pattern and range of interests, and sensory responsiveness. The impact of ASD can range from mild to severe, and may improve or change across an individual’s life. Students with ASD exhibit impairments in:

• communication;
• reciprocal social interaction; and
• restricted repetitive patterns of interests and behaviours.

The Ministry of Education uses the definition of ASD as defined in the Standards and Guidelines for the Assessment and Diagnosis of Young Children with Autism Spectrum Disorder in British Columbia, produced by the Ministry of Health. ASD includes all of the following DSM-1V and ICD-10 categories:

• Autistic Disorder
• PDD-NOS/Atypical Autism
• Asperger Disorder/Syndrome
• Rett Syndrome
• Childhood Disintegrative Disorder

To be eligible for supplemental funding, the following conditions must be met:

• a diagnosis of ASD must have been made by appropriately qualified professionals (See Identification and Assessment section for further information);
• the ASD must adversely affect educational performance;
• a current IEP is in place that includes:
  • individualized goals with measurable objectives,
  • adaptations and/or modifications where appropriate,
  • the strategies to meet these goals, and
  • measures for tracking student achievement in relation to the goals;
• Ongoing special education service(s) are provided;
• the services being provided are beyond those offered to the general student population and are proportionate to level of need(s);
• the special education services are outlined in the IEP and directly relate to the student’s identified special needs; and
• reduction in class size is not by itself a sufficient service to meet the definition.

Identification and Assessment
On January 1, 2004, the Province introduced Standards and Guidelines for the Assessment and Diagnosis of Young Children with Autism Spectrum Disorder in British Columbia, that govern the identification and assessment of students under the age of six for a diagnosis of autism. The Ministry of Education adopted these Standards.

The Standards require that a clinical diagnostic assessment, undertaken after January 1, 2004 must be conducted by a qualified specialist (registered psychologist, paediatrician, neurologist or psychiatrist) with broad experience in diagnosing children with autism and developmental disabilities. The assessment must include and integrate information from multiple sources and various professions from different disciplines. Assessment must include psychological assessment of cognitive level and adaptive functioning using standardized norm-referenced instruments; a comprehensive speech-language-communication evaluation using standardized norm-referenced instruments; and a comprehensive medical evaluation by a paediatrician including a detailed physical exam and appropriate laboratory investigations. Additional assessments may include occupational therapy assessment, psychiatric assessment or other specialty assessment as indicated.

*For more information, please refer to Standards and Guidelines.

For all children and youth diagnosed on or after establishment of provincial guidelines on January 1, 2004 a confirmed BC Autism Assessment Network (BCAAN) Clinical Diagnostic Assessment report documenting diagnosis of ASD should be accepted without further review.

For students with a documented diagnosis of ASD form other than BCAAN, who were under the age of six at the date of diagnosis, documentation should be reviewed in terms of meeting the Standards and Guidelines criteria:

For students with a documented diagnosis of ASD from other than BCAAN, who were over the age of six at the date of diagnosis, documentation should be reviewed in terms of meeting the following criteria:

"Grandfathering provisions"
Students of any age who were identified by school boards in the Autism category in the 2005/06 school year will remain eligible for continued placement in this category, provided a previous documented diagnosis of ASD was made by an appropriately qualified professional, a current IEP remains in place and the student continues to receive ongoing special education services. Such students will be “grandfathered” on the basis that they were identified in the autism category at 2005/06, consistent with Ministry of Education requirements for that school year. All students with a documented diagnosis of ASD made by a qualified professional (registered psychologist, pediatrician, neurologist or psychiatrist) prior to January 1, 2004 should be deemed eligible.

Planning and Implementation
Individualized goals of each student’s education program must be documented in a timely manner in a current IEP. Taking individual needs into account, goals for students with ASD should usually address:

• socially adaptive behaviours and social responsiveness;
• motor development;
• communicative competence; and
• academic performance.

Many children with ASD receive services from other agencies. School personnel should work co-operatively with other agency staff to create services that are as integrated as possible.

Education programs for students with ASD may take place in a regular classroom, but this does not preclude the use of different learning environments such as small group instruction in a resource room, self-contained classes or other specialized settings. The goal of placement should be to meet the student’s educational needs.

Career exploration, job skills training and work experience should be an integral part of the secondary school experience for students with ASD.

Procedures and timelines for reviewing intended instructional outcomes should be clearly noted in each student's IEP. The IEP must be reviewed at least once a year.

Evaluation and Reporting
It is expected that districts and schools will include students with ASD in regular evaluations and reporting. Reports of student progress should be based on the goals, strategies, and outcomes outlined in the IEP. When extensive program modifications are required, evaluation should be based on the degree to which the individual goals are achieved.

IEPs should identify any adaptation of student assessment procedures that are required to provide a fair appraisal of the knowledge and skills a student with ASD has acquired. (See: Appendix H.10 Relevant Governing Legislation: School Act - Ministerial Orders for more information about evaluation and reporting).

Reviews of student progress should involve the student, if appropriate, and the parents or guardians. They should determine whether the pre-established goals are being attained, and should identify any adjustments to the instructional program.

Personnel
Specialist staff
Specialist teachers with responsibilities for supporting students reported in this category should fulfill the qualifications described for Learning Assistance teacher (see Section D.1 Learning Assistance Services).

Specialist teachers working with students with ASD should have or acquire skills and training in behaviour management and skill development in social interaction, verbal and non-verbal communication, and social skills. As well, teachers should display those skills necessary to plan, develop, implement, and evaluate functional and realistic individual programs.

These teachers should also have competence in consulting with agencies providing community services, establishing transdisciplinary teams for collaborative planning, and in supervising/co-coordinating the work of teachers’ assistants and other relevant personnel.

The need for specialist support personnel for students with ASD varies, depending on the student's situation. Where district support services are required, such as psycho-educational assessment/intervention or speech-language pathology, students with ASD should be granted equitable access to this assistance. Where specialized community services are being provided, collaborative planning among the specialists is recommended.

Teachers’ assistants
Teachers’ assistants who work in classrooms with students with ASD should have sufficient skills and training for the duties they are assigned, including:

• observing and gathering data about behaviour;
• shaping appropriate behaviour using behavioural techniques;
• stimulating communication;
• developing skills for independent living; and
• facilitating peer interaction and relationships.

Teachers’ assistants work under the direction of a teacher and the general supervision of a teacher or school principal. Inservice training should include opportunities to further develop key skills.

Resources
The Provincial Outreach Program for Autism & Related Disorders (POPARD) outreach program is available to provide assessment and consulting services to school district personnel. Persons interested in finding out about these services to school personnel should make their inquiries through the appropriate local district contact, or the outreach program.

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