ABSTRACT
Twenty years ago, autism was considered to be a rare, hard-to-diagnose disorder that was far from newsworthy. Students with autism did not typically receive an education in public schools, or if they did, they were combined in self-contained classes with students with severe retardation. The salient features of the disorder include delays in language, social competence, and presence of stereotypic and persevative behaviors. These characteristics are evidenced in children before the age of 3. Currently, the number of children diagnosed with autism spectrum disorder (ASD) is 1/500 (1). As a result of the availability of assessment measures such as the Autism Diagnostic Interview ScheduleRevised (2) the diagnosis can be made reliably by the age of 2 (3), and ASD is a “hot topic” in the popular and scientific press. In 1990, autism became an educational classification in the revision of Individuals with Disabilities Education Act (IDEA) (4); thus entitling students with ASD to a free appropriate education designed to meet their 5 needs.
