View Chinese |
Autism is a lifelong developmental disability that begins sometime during the first three years of a child's life. Autism is a neurologically-based disorder. It affects the way a child communicates, interacts with other people, and perceives and reacts to the world.
Patterns of behavior that are characteristic of autism include impairment of reciprocal social interactions,
impaired communication skills, and a restricted range of interests or repetitive behaviors. Not all children with autism behave in the same way. This is what is meant by the "spectrum of autism." Each child might display a different combination of behaviors, ranging from mild to severe. Other disorders related to autism are Rett' s Disorder, Childhood Disintegrative Disorder, Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), and Asperger's Disorder. The term autism is generally used to describe the spectrum of these related disorders.
Researchers have not found a specific cause for autism. Evidence indicates that there are genetic factors involved and that there are biological and/or neurological differences in the brains of children with autism. Autism is not a form of mental illness. It is not something that is caused by bad parenting or by any other psychological influences in the child's life. Children with autism are not choosing to behave badly.
Students with Autism Spectrum Disorders (AS D) are entitled to a free and appropriate public education when they meet ML'1ilesota's eligibility criteria and demonstrate educational need. A clinical or medical diagnosis is not required to meet this criteria. The educational team, which includes the parents, is responsible for demonstrating if a child meets criteria and for identifying their educational needs through the educational assessment process. The multi-disciplinary team must include a professional who has experience and expertise in the area of ASD and is knowledgeable of typical development. The Assessment Summary Report is the foundation for an appropriate program and leads to the development of an IEP/lFSP that addresses the individual needs identified for the child.
Families seeking a clinical diagnosis from some medical communities often report frustration and difficulty securing referrals to specialists. Because of its low incidence rate and because the characteristics of the disorder vary widely, diagnosis is difficult for a practitioner with limited training or exposure to autism There are no medical tests for diagnosing autism. However, because many of the behaviors associated with autism are shared by other disorders, a doctor may complete various medical tests to rule out other possible causes. In order to be diagnosed accurately, a child must be observed by professionals skilled in determining communication, social, behavioral, and developmental levels. A brief observation in a single setting cannot present a true picture of an individual's abilities and behavior patterns. At first glance, the child may appear to have mental retardation, a learning disability, or problems with hearing. A clinical diagnosis is not required for Special Education services, but it may provide for better understanding, direction, and guidance for families.
Minnesota Resource Guide for Autism Spectrum Disorders (明州自閉症資源指南). August 2000. Developed collaboratively by Minnesota Autism Project and State Low Incidence Discretionary funds, Minnesota Department of Children Families and Learning.