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Passed in 1973, the Rehabilitation Act was the first civil rights legislation to specifically address the rights of people with disabilities.This act prohibits discrimination against disability in programs conducted by Federal agencies or programs receiving federal funding.
Important Things to Know:

People with disabilities are defined as those who have a physical or mental impairment that limits major life activity like seeing, speaking, walking, and learning. They must also be able to provide a record of their disability.

Students with disabilities have the right to an appropriate education. However, specifics are vague compared to IDEA.

Parents must be notified if their child is evaluated for learning difficulties, identified with a disability, or placed in a special education program.

Students should be educated with their non-disabled peers whenever appropriate.

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Autism spectrum disorder also known as ASD refers to a group of neurodevelopmental disorders characterized by a wide range of social, communication, and behavioral challenges. Autism is known as a “spectrum” disorder as there is a wide variation in the type and severity of symptoms the person experiences.
According to the Centers for Disease Control, autism affects an estimated 1 in 54 children in the United States today.

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There is no specific known cause for ASD but there are different factors that make a child more likely to have ASD, including biologic, environmental, and genetic factors

Factors according to the CDC include:

Children who have a sibling with ASD are at a higher risk of also having ASD.

Taking prescription drugs valproic acid and thaliodome during pregnancy have been linked with higher risk of ASD.

Children born to older parents are at a greater risk for having ASD.

Some evidence has shown that the critical period for developing ASD occurs before, during and immediately after birth.

Individuals with genetic or chromosomal conditions (fragile x syndrome or tuberous sclerosis) can have a greater chance of having ASD.

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Symptoms of ASD are grouped into two categories: social communication and interaction and repetitive behavior.
Social Communication and Social Interaction

Child under the age of three does not respond to their name, does not use motion to communicate, and does not like to share, give, or show off things they like.

Older children have difficulty understanding and showing how they feel, difficult understanding social cues and body language, and does not understand relationships.

Children may also speak later than normal: hasn't spoken a word by 18 months, cannot say 2-word phrases by 2 years old, repeats phrases and puts words in the wrong order, and can recite information but cannot use it to solve problems or to have a conversation.

Rarely or never makes eye contact.

Doesn't like affection: cuddles or hugs.

Repetitive Behaviors

Puts toys in order instead of playing with them.

Becomes extremely focused on a specific topic or objects.

Struggles with changes in their routine.

Repetitive movements like hand shaking, spinning, or rocking.

Additionally children with ASD have a sensory processing issues like sensitivity to sound, taste, textures, and smells.

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A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, Asperger syndrome, pervasive developmental disorder, and childhood disintegrative disorder.

To be diagnosed with any condition under ASD, a child must have symptoms that include both social challenges and repetitive behaviors like those mentioned previously. Symptoms must also be interfering with the child's daily life and exist by the time the child is 2 years old.

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https://www.cdc.gov/ncbddd/autism/facts.html

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known. Scientists believe there are multiple causes of ASD that act together to change the most common ways people develop. We still have much to learn about these causes and how they impact people with ASD.

People with ASD may behave, communicate, interact, and learn in ways that are different from most other people. There is often nothing about how they look that sets them apart from other people. The abilities of people with ASD can vary significantly. For example, some people with ASD may have advanced conversation skills whereas others may be nonverbal. Some people with ASD need a lot of help in their daily lives; others can work and live with little to no support.

ASD begins before the age of 3 years and can last throughout a person's life, although symptoms may improve over time. Some children show ASD symptoms within the first 12 months of life. In others, symptoms may not show up until 24 months of age or later. Some children with ASD gain new skills and meet developmental milestones until around 18 to 24 months of age, and then they stop gaining new skills or lose the skills they once had.

As children with ASD become adolescents and young adults, they may have difficulties developing and maintaining friendships, communicating with peers and adults, or understanding what behaviors are expected in school or on the job. They may come to the attention of healthcare providers because they also have conditions such as anxiety, depression, or attention-deficit/hyperactivity disorder, which occur more often in people with ASD than in people without ASD.

Signs and Symptoms

People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. These characteristics can make life very challenging. It is important to note that some people without ASD might also have some of these symptoms.
Learn more about signs and symptoms of ASD "
Diagnosis

Diagnosing ASD can be difficult since there is no medical test, like a blood test, to diagnose the disorder. Doctors look at the child's behavior and development to make a diagnosis. ASD can sometimes be detected at 18 months of age or younger. By age 2, a diagnosis by an experienced professional can be considered reliable. However, many children do not receive a final diagnosis until they are much older. Some people are not diagnosed until they are adolescents or adults. This delay means that people with ASD might not get the early help they need.
Learn more about screening and diagnosis of ASD "
Treatment

Current treatments for ASD seek to reduce symptoms that interfere with daily functioning and quality of life. ASD affects each person differently, meaning that people with ASD have unique strengths and challenges and different treatment needs. 2 Treatment plans usually involve multiple professionals and are catered to the individual.
Learn about treating the symptoms of ASD "
Risk Factors

There is not just one cause of ASD. There are many different factors that have been identified that may make a child more likely to have ASD, including environmental, biologic, and genetic factors.

Although we know little about specific causes, the available evidence suggests that the following may put children at greater risk for developing ASD:

Having a sibling with ASD

Having certain genetic or chromosomal conditions, such as fragile X syndrome or tuberous sclerosis

Experiencing complications at birth

Being born to older parents

CDC is currently working on one of the largest U.S. studies to date on ASD. This study called the Study to Explore Early Development (SEED), was designed to look at the risk factors and behaviors related with ASD. CDC is now conducting a follow-up study of older children who were enrolled in SEED to determine the health, functioning, and needs of people with ASD and other developmental disabilities as they mature.

How Often ASD Occurs

CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network has been estimating the number of 8-year-old children with ASD in the United States since 2000.

ASD occurs in all racial, ethnic, and socioeconomic groups. It is more than 4 times more common among boys than among girls.
Learn more about how CDC estimates the number of children with ASD "
If You're Concerned

As a parent, you already have what it takes to help your young child learn and grow. CDC has developed materials to help you track your child's developmental milestones and share that progress, or any concerns, with your child's doctor at every check-up.
Learn more about CDC milestone checklists and other parent materials "
Contact your child's doctor if you think your child might have ASD or if you have any other concerns about the way your child plays, learns, speaks, or acts.

If you are still concerned, ask the doctor for a referral to a specialist who can do a more in-depth evaluation of your child. Specialists who can do a more in-depth evaluation and make a diagnosis include

Developmental pediatricians (doctors who have special training in child development and children with special needs)

Child neurologists (doctors who work on the brain, spine, and nerves)

Child psychologists or psychiatrists (doctors who know about the human mind)

At the same time, call your state's public early childhood system to request a free evaluation, sometimes called a Child Find evaluation, to find out if your child qualifies for intervention services. You do not need to wait for a doctor's referral or a medical diagnosis to make this call.

Where to call for a free evaluation from the state depends on your child's age:

If your child is not yet 3 years old, contact your local early intervention system.
You can find the right contact information for your state by calling the Early Childhood Technical Assistance Center (ECTA) at 919-962-2001.

If your child is 3 years old or older, contact your local public school system.

Even if your child is not yet old enough for kindergarten or enrolled in a public school, call your local elementary school or board of education and ask to speak with someone who can help you have your child evaluated.

If you're not sure who to contact, call the ECTA at 919-962-2001.

Research shows that early intervention services can greatly improve a child's development. In order to make sure your child reaches their full potential, it is very important to receive services as soon as possible.

References

1. Lord C, Risi S, DiLavore PS, Shulman C, Thurm A, Pickles A. Autism from 2 to 9 years of age. Arch Gen Psychiatry. 2006 Jun;63(6):694-701.

2. Hyman, S.L., Levy, S.E., Myers, S.M., & AAP Council on Children with Disabilities, Section on developmental and behavioral pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), e20193447.

3. Handleman, J.S., Harris, S., eds. Preschool Education Programs for Children with Autism (2nd ed). Austin, TX: Pro-Ed. 2000.

4. National Research Council. Educating Children with Autism. Washington, DC: National Academy Press, 2001.

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Basics About Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorders (ASDs) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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Individuals with Disabilities Act (2004)

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Individuals with Disabilities Act (2004)

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Originally passed in 1975 as the "Education for All Handicapped Children Act (EAHCA)," this law mandates that children with disabilities must receive free and appropriate education in the least restrictive environment.

Requires schools and community agencies to locate and evaluate students who may have disabilities.

Ensures the use of appropriate evaluation processes.

Public schools are required to create an IEP for students who are eligible. And is designed to meet the unique needs of the child.

Includes a set of procedural safeguards designed to protect the rights of children with disabilities and their families. For example, allowing parents the opportunity to review educational records and request an educational evaluation

Protects children, which includes people up to the age of 21, who are eligible for special education and related services.

Provides funding to help states and education agencies meet special education requirements.

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Signed into law in 1990, the Americans with Disabilities Act (ASD) prohibits discrimination against individuals with disabilities in all areas of public life including schools, work, and places open to the general public whether privately owned or funded with state and/or federal assistance.

The law includes five titles:

1. Employment

2. State and Local Government Activities

3. Public Transportation

4. Telecommunication Relay Services (telephone service that allows persons with hearing or speech disabilities to place and receive telephone calls)

5. Public Accommodations

Other things to know:

ADA applies to nonsectarian private schools, but not to religious schools or organizations.

"Reasonable accommodations" must be provided for qualified students or employees. These accommodations may include: modifying tests, redesigning equipment, or alternative forms of written communication.

Provides some tax credits so institutions may work to increase accessibility.

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Know Your Rights: Three Federal Laws that Protect People with Disabilities

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There are three especially important pieces of federal legislation that explicitly discuss disability rights: the Rehabilitation Act, IDEA, and the ADA.

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Know Your Rights: Three Important Federal Laws that Protect People with Disabilities

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The Inclusive Classroom: A new approach to differentiation by Daniel Sobel and Sarah Alston helps teachers understand the barriers of learning. Emphasizing the importance of meeting needs rather than focusing on diagnosis. This book is written as a guide that takes teachers through the different phases of a single lesson. Each chapter contains effective actions to differentiate, back-up ideas for when things do not go as planned, real anecdotes from teachers, and instructions to rethink traditional diagnoses.

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Daniel Sobel

CEO and founder of Inclusion Expert, a leading educational consultancy offering training and resources to professionals working in inclusion.

Former assistant headteacher with a background in psychology and psychotherapy.

Inclusion Expert won a Grand Prix at the Education Investor Awards in 2015.

Sara Alston

Practicing Special Educational Needs Co-ordinator (SENCO) and as SEA works as an independent consultant and trainer supporting schools with special educational needs and disabilities (SEND) and safeguarding.

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https://www.booktopia.com.au/the-inclusive-classroom-daniel-sobel/book/9781472977922.html

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Booktopia has The Inclusive Classroom, A new approach to differentiation by Daniel Sobel. Buy a discounted Paperback of The Inclusive Classroom online from Australia’s leading online bookstore.

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As mentioned previously this book is written as a guide to help teachers implement inclusion into their lesson plans and classroom. "This book offers workable tweaks and adaptations for teachers to use to create an inclusive environment with the least effort, time and stress possible. We do this by breaking down the lesson into manageable ‘phases’ to enable teachers to set up a series of routines and good practice that will help them to differentiate throughout their teaching for the benefit of all children (Sobel & Altson, pg. 56, 2021).

Five Phases of a Lesson

1. Transition, entering the classroom and preparing to work

2. Delivering and receiving instructions and whole-class engagement

3. Individuals working as a class

4. Individuals fitting into a group of learners

5. The last five minutes

Each phase contains:

Case studies

Top tips

Lesson/classroom ideas and suggestions

Author anecdotes

Visual aids

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There are a variety of ways to create a climate of respect in the classroom including
feeling valued and safe, building agency, relationships in the classroom (student-teacher or student-student), and teacher interactions.

The majority of content in The Inclusive Classroom focuses on lesson planning and inclusive teaching. However, Phase 1 does focus on the classroom environment.
There are suggestions for the sensory aspects of the room, seating, routines and procedures, and building confidence and self-belief. Within these topics there are tips that can help you build a climate of respect in your classroom. For example, one of the tips is giving a students a role in the classroom. Providing a student with a job gives a sense of predictable routine as well as making the student feel valued and important to your class. This is also a great way to include a movement for students who need regular movement break.

Other ways you can promote a culture of respect using the book to guide you includes:

Building friendships

Student choice

Supporting students

Promoting student engagement