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08:42
A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
Published on: July 31, 2017
What is "appropriate" for school-aged children with autism?
1Rutledge Building, SC Department of Education, 1429 Senate Street, Room 701-C, Columbia, SC 29201, USA.
Journal of the South Carolina Medical Association (1975)
|February 27, 2007
Summary
Providing a Free Appropriate Public Education (FAPE) for autistic students requires more than just procedural compliance. Specially designed instruction, tailored to individual needs, is crucial for educational benefit and a meaningful adult life.
Area of Science:
- Special Education
- Autism Spectrum Disorder (ASD) Research
- Educational Psychology
Background:
- Compliance with the Individuals with Disabilities Education Act (IDEA) and state board of education procedures is a foundational requirement.
- Developing an Individualized Education Program (IEP) aims to provide a Free Appropriate Public Education (FAPE) for students with autism.
- The core of the IEP process involves specially designed instruction to address each child's unique needs, talents, and experiences.
Purpose of the Study:
- To emphasize that procedural compliance is only the initial step in effective special education for autistic students.
- To highlight the critical role of specially designed instruction within the IEP framework.
- To underscore the importance of collaborative efforts in achieving positive long-term outcomes for individuals with autism.
Main Methods:
- This abstract does not detail specific methodologies but discusses the conceptual framework of IEP development and implementation.
- Focuses on the principles of IDEA and S.C. Board of Education procedures.
- Emphasizes the collaborative process involving parents, healthcare providers, and school professionals.
Main Results:
- Procedural compliance alone does not guarantee an IEP that is reasonably calculated to provide educational benefits.
- Specially designed instruction, individualized for each child, is central to the IEP process.
- Successful collaboration among stakeholders is key to fostering a child with autism's development into an adult capable of community and meaning.
Conclusions:
- Achieving a FAPE for students with autism necessitates a comprehensive approach beyond mere adherence to regulations.
- The effectiveness of an IEP hinges on the quality and appropriateness of specially designed instruction.
- A collaborative partnership between families, professionals, and healthcare providers is essential for the long-term success and meaningful life of individuals with autism.
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