ABSTRACT
Following an assessment, results are typically shared with families in an oral feedback format as well as in a written report. The author outlines guidelines for sharing life-altering news such as an autism spectrum disorder (ASD) eligibility. Families’ understanding and perceptions of ASD are often influenced by cultural and social economic factors. Building a shared understanding of ASD between families and school professionals can facilitate stronger home–school connections and smooth potential tensions. Following a child’s eligibility for special education in the area of ASD, an individualized education program (IEP) is created. Children with ASD need goals in the areas of social–emotional functioning, emotional–behavioral regulation, and adaptive functioning. The author provides sample goals in these areas. After the formulation of goals, decisions about educational placement are determined. The chapter summarizes current research and resources around inclusion practices, evidence-based interventions, and transition plans for children with ASD.
