ABSTRACT
Two federal laws regulate the services for children with autism spectrum disorder (ASD) within schools, namely the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. Comparisons are made between the accommodations and services available through the two laws. Preschool-age children with ASD are identified through IDEA Part C, whereas school-age children are identified through the IDEA Part B process. The author notes the benefits of establishing special education eligibility in the area of ASD rather than significant developmental delay (SDD) for young children. The response-to-intervention (RTI) program identifies some school-age children with ASD. Initial referrals for RTI may be associated with language delays, disruptive behavior, anxiety, social skills weaknesses, and sensory sensitivities. At this time, the efficacy of RTI for children with ASD is not established and the RTI process may delay children’s access to services.
