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Doctoral Student
Drexel University
rf444@drexel.edu

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·     Autism Spectrum Disorder- various disorders that include autism, PDD-NOS, Asperger's Syndrome, and Childhood Disintegrative Disorder

·     Autism- a numerological disorder that affects communication, social skills, and behavior.

·     FAPE- Free Appropriate Public Education. This act ensures that students are provided with the means to have access to public education whether it is regular or special education.

·     IDEA-Individuals with Disabilities Education Act. This act ensures that students with disabilities receive an education that meets their needs.

·     Special education- the process of educating students in a way that best meets their needs.

·     Eligibility-having the right to do something based on meeting the appropriate requirements.

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Concept Map

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Next Steps/ Future Direction of Research 

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Next Steps/ Future Direction of Research 

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Next steps will include:
-Continuing to read the literature on autism with an emphasis on policy, eligibility and diagnosis, and race and ethnicity.
-Complete literature review.
-Collect necessary research data.
-Complete dissertation

Future direction of research will include:
-Looking deeper into how minority students are affected by misdiagnoses or other diagnosis other than autism
-Look at changes made to the law and how those changes have affected the education of students with autism.
-Look into how states can use a more streamlined eligibility process to ensure that all students are diagnosed appropriately.

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There have been countless studies done on autism in regards to it becoming a more prevalent disorder among children. However, there are gaps in the literature in regards to how minority students have been impacted due to a misdiagnosis of autism or being diagnosed under a different disorder instead of autism. Other literature gaps include research into current policies and the most recent changes made in regards to eligibility and diagnosis.

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1. How are the current policies in place helping with educating students with autism and developing new research in autism?

2. Why is there a vast disparity in the criteria in autism eligibility for educational services?

3. How do demographics play a role in autism and eligibility in educational services?

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Autism Spectrum Disorder or ASD is a neurological disorder that affects communication, social skills, and behavior. According to the CDC, autism affects 1 in 68 children (2015). ASD includes Asperger’s Syndrome, autistic disorder, PDD-NOS (Pervasive Developmental Disorder Not Otherwise Specified), and Childhood disintegrative disorder.  Autism has touched many lives since Leo Kanner gave the disorder a name in the 1940s. Since then, autism has become one of the most prevalent disorders diagnosed in the United States. Each person is unique in their way and provides a look into a world that the surface has only just been scratched. Within the education system, students with autism are the third most expensive group to receive special education services. With that comes the responsibility of many to ensure that students receive the best education possible to carry them beyond school age years and into adulthood.

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The research will take a deeper look into policy, eligibility and diagnosis, and race and ethnicity in autism. By taking a deeper look into these components, there can be better understanding of how to serve students with ASD.

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All over the country, students are being served in special education with an ASD. The role of education is to ensure that each student receive the best education possible in the environment that is best for them. Research in this area is significant to ensuring that policies in place are benefitting students, that students are being made eligible for autism services and being properly diagnosed. The research will also ensure that race and ethnicity do not impede on the diagnosis and eligibility of students and impact the services students need.

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In a time where education policy is swiftly changing like the tides of the ocean, it is essential to take a more in-depth look into the how, why, and when students are diagnosed and made eligible for special education services and under which disability. Looking to state policies will help with understanding where the disconnect in special education services is happening and how it can be fixed before more students are affected by a system that should be in place to support and help but is instead causing more harm. Gone are the days of the stigmatization of special education and the reality now is that more and more students require these specialized services to help them not only through their young years but beyond and well into adulthood.