Comprehensive Developmental Evaluation

A brief test using a screening tool does not provide a diagnosis, but it indicates if a child is on the right developmental track or if a specialist should take a closer look. If the screening tool identifies an area of concern, a formal developmental evaluation may be needed. This formal evaluation is a more in-depth look at a child’s development usually done by a trained specialist, such as developmental pediatrician, child psychologist, speech language pathologist, occupational therapist, or other specialist. The specialist may observe the child, give the child a structured test, ask the parents or caregivers questions, or ask them to fill out questionnaires.  The results of this formal evaluation determine whether a child needs special treatments or early intervention services or both.

Accessing Services for ASD

Many children are not identified as early as possible. As a result, these children must wait to get the help they need to do well in social and educational settings. By the time they are identified, significant delays may have occurred and the best opportunities for intervention might have been missed. Getting services as early as possible can make a difference in the development of a child with ASD or other developmental problems.

Early Intervention Services – Ages 0-3 years

Research shows that early intervention services can greatly improve a child’s development and result in better outcomes. Early intervention services help children from birth to 3 years old learn important skills.  Services include therapy to help the child talk, walk and interact with others. It is important to talk to your child’s doctor as soon as possible if you think your child may have ASD. 

If you think your child may have a developmental delay related or unrelated to autism, he or she may be eligible for early intervention services.  The Individual with Disabilities Education Act (IDEA) says that children under the age of 3 who are at risk of having developmental delays may be eligible for services.

In addition, treatment for specific symptoms, such as speech therapy, often does not need to wait for a formal ASD diagnosis.  While early intervention is extremely important, intervention at any age can be helpful.

Autism Evaluation (School)

Interdisciplinary teams include a school psychologist, speech and language pathologist, special education teacher, and any other relevant professionals involved with the child. These evaluations take place over the course of two weeks (with a two-hour appointment each week), and then parents / patient returns for the results of their evaluation. Evaluations consist of:

• Diagnostic interview with psychologist
• Psychological Evaluation
• ADOS (social/play based assessment)
• Speech and language evaluation
• Assistive Technology evaluation

PARENTS AND THE IEP (Individual Education Plan)

Parents are mandatory members of the IEP. While the district cannot compel the attendance of parents in the same way it can demand attendance of its own personnel or contractors, the district must invite parents and strongly encourage them to attend. Districts may conduct an IEP meeting when the district is unable to convince the parents to attend.

Although the preferred method is a face-to-face meeting, the IDEA contemplates participation by other means, including telephone IEPs.  Districts must still make substantial efforts to schedule the IEP meeting at a mutually agreeable time and place.

Parents must be given an opportunity to meaningfully participate in IEP meetings. Districts should consider the parents’ suggestions and requests, and to the extent appropriate, incorporate them into the IEP. 

A parent’s right to participate in decisions about his child’s placement does not include the right to decide the specific school the child will attend.  Parents are not entitled to choose teachers or other instructional personnel who will attend the IEP meeting. 

The district is ultimately responsible for ensuring that a student is offered an appropriate program. It is not appropriate to make IEP decisions based on a majority vote.  If the team cannot reach a consensus, the district must determine appropriate services and provide written prior notice of the offer and the parents’ right to seek resolution of any disagreements.

District staffers may meet in advance of an IEP meeting to discuss potential placements for the child, but they must have an open mind when they arrive at the IEP meeting.

A parent who does not agree with a decision made at the IEP meeting can dispute the issues through mediation, resolution sessions, and due process.

Since 1997, the IDEA has given parents a larger role in the collaborative effort of developing a meaningful educational program for their child, including an expanded role as IEP members. You are entitled to prior written notice which simply means the school district must notify the parents of the IEP meeting “early enough to ensure that they will have the opportunity to attend.” A school district must schedule the IEP meeting at a mutually agreed on time and place. School districts must allow parents to participate meaningfully in IEP meetings.

Resolving Disputes

• A parent or a school district may file a due process complaint on any matter relating to the identification, evaluation, educational placement, or provision of FAPE to a child with a disability.
  
• Parents or agencies must request a due process hearing within two years of the date the parent or agency should have known about the alleged action that forms the basis of the complaint.
  
• Issues not listed in the due process notice cannot be raised at a hearing unless the other party agrees.

•  A resolution meeting is a required, positive step in the dispute resolution process that gives parents the opportunity to discuss the basis of the due process complaint and gives the district the opportunity to resolve the dispute.

Mediation

• The IDEA requires that states offer mediation as an option for the resolution of disputes.  IDEA does not require that the parties participate in mediation.

• Instead of requesting a due process hearing, a party may elect to resolve the dispute via the state complaint procedures, where the parent files an administrative               complaint directly with the state educational agency, which investigates and rules on the claim.

Civil Action

• Following due process, an aggrieved party can file a civil action in any federal or state court.  The party filing the civil action must exhaust all IDEA administrative remedies before seeking relief via civil actions.