New Autism Education Law Enacted
By Ann Guay,
Arc Govt. Affairs Committee & AFAM
steering committee:
Governor Romney signed H. 1123, An Act to Address the Special Education Needs of Children with Autism Spectrum, into law on April 7. This new law, which was introduced by Rep. Barbara L’Italien, represents an important victory for the Commonwealth’s children with Autism Spectrum Disorder. As the mother of a child with autism who is also a non-practicing attorney, I thought it was important to address what I believe to be the critical importance of this bill for the Commonwealth’s children with ASD. Currently, I am a volunteer advocate at Massachusetts Advocates for Children working on the Children’s Autism Medicaid Waiver. On September 21, 2005, parent Laurel Collins and I testified before the Joint Education Committee Special Education. H. 1123 (now Chapter 57 of the Acts of 2006) requires an IEP team to consider and “specifically address” a full range of educational needs for children resulting from Autism Spectrum Disorder, specifically including: verbal and non-verbal communication needs; the need to develop social interaction skills and proficiencies; needs resulting from a child’s unusual responses to sensory experiences; needs resulting from a change in routines; needs resulting from engagements in repetitive and stereotypical movements; behavioral needs; and any other needs resulting from the child’s autism that impact the child’s progress in the general curriculum including social and emotional development. H. 1123 gives teeth to parents developing an IEP for a child on the autism spectrum to help ensure that the IEP team not only considers, but also fully addresses the specified needs resulting from ASD. The bill creates a clear legal obligation on the TEAM to address how autism impacts the child’s educational experience. Thus, it will no longer be up to an individual parent or teacher to have to try and convince the team to address each of the complex communication, sensory, social and other listed needs that are known to result from having a disability on the autism spectrum. Of course the Team will still have to determine how to address a particular child’s unique needs, but the Team must affirmatively address each of the child’s unique needs in all of the specified areas. Creating this clear affirmative obligation has great legal import. (Note: These new protections for children with ASD are similar to the protections in federal law for children who are blind/visually impaired or deaf/hard of hearing, requiring IEP Teams to consider special factors.) Granted, some parents may find that all of these areas are addressed in IEP meetings already. This of course may be true for some children, but we know it is not true for all. Others of you may feel frustrated from your experience where school districts do not comply with protections that are written into current laws. We know compliance with laws as they are written is a very real frustration. This law will help to ensure children receive equal educational opportunities, but we must be vigilant to be sure this new law is implemented and enforced in a manner which fulfills the intent–to provide safeguards and help ensure that IEPs fully address the complex learning needs that are known to result from autism spectrum disorder.
Posted by Editor
Posted by Editor
Posted by Editor