Comprehensive Special Education Programming for Students with Autism Spectrum Disorder in the United States

Abstract

As the identification of students with autism spectrum disorder (ASD) continues to increase unabated, there exists a need to provide school personnel with information they can use for the purpose of designing and implementing appropriate comprehensive programs for these students. Accordingly, this article identifies and discusses comprehensive special education programming issues that school personnel in the United States must address on behalf of students with ASD—namely, student identification and program planning procedures as put forth in federal legislation and titled the Individuals With Disabilities Education Act of 2004, teacher training, core elements of effective school programs for students with ASD, and the evidence-based practice movement. That public schools in the United States allow universal access to its children, the country's comprehensive service delivery approach is worthy of consideration by others throughout the world who have a stake in developing school-based services for students with ASD.

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