Children and youth in the U.S. with disabilities have been offered educational services mandated by federal law since about 1976. At that time, autism was a very low-prevalence disorder and affected only two to five children per 10,000. Autism spectrum disorder (ASD) had not yet been established as a category eligible for special education services. In 1993, 18,903 students with autism were receiving special education services. By 2018, that number had grown to 663,098, or 1 in 54 elementary school-aged children.
Over the past 40 years, the methods for diagnosing autism and the most effective instructional and intervention practices have evolved as the number of children with the disability has grown. Key changes involve “adult-led and naturalistic forms of instruction, education in inclusive settings, … use of aversive strategies and positive behavior intervention and support,” assessing collateral mental health conditions, postschool outcomes and technology-assisted instruction and intervention. The focus has become searching for and establishing evidence-based practices.
The online Master of Science in Education (M.S. Ed.) – Special Education (SPED) – Autism and Related Disabilities program from Youngstown State University (YSU) provides educators with knowledge and skills to advocate for students affected by autism and related disabilities.
Assessing Autism in Children
Diagnosing ASD is done by healthcare providers who evaluate a person’s behavior and development. Children as young as two can receive a diagnosis. Children are screened for developmental delays at their regular childhood checkups, beginning at nine months old. If healthcare professionals identify concerns, a diagnostic evaluation may be the next step. This could include child neurologists, developmental pediatricians, speech pathologists, child psychologists and psychiatrists, educational specialists and occupational therapists. Fortunately, today there are processes to assess children and identify the best individualized plan going forward.
The international organization Council for Exceptional Children (CEC) works to improve the educational success of children and youth with disabilities and/or gifts and talents. In recognition of the importance of standardized assessments in documenting education accountability — and to ensure sound educational decisions to achieve the highest possible academic standards for all children — the CEC published a 2022 position statement on assessment and accountability.
It states that the assessment and accountability systems must include all students with disabilities in all settings. These systems “shall include students in traditional public school placements, students who change schools or placements, and students receiving publicly funded educational services.” SPED professionals must validate assessment processes, evaluate progress, and determine the individualized education program (IEP) for each student (with the help of an IEP team) based on statewide assessments.
Best Practices in Assessment and Evaluation
The American Psychological Association (APA) published its “Top 20 Principles From Psychology for PreK-12 Teaching and Learning of Students With Disabilities.” This document outlines the principles that should guide psychological science when it comes to teaching and learning in the classroom. The goal of assessment is to produce valid, fair, useful and reliable sources of information.
It notes that formative assessment occurs before or during instruction and is “used to guide and shape classroom instruction directly.” Summative assessments usually follow a unit of study, a semester or an academic year to measure a student’s learning progress and/or the effectiveness of specific educational programs. Both types of assessments are vital and valuable.
The APA also stresses that “students’ skills, knowledge, and abilities are best measured with assessment processes grounded in psychological science with well-defined standards for quality and fairness.” The validity of an assessment is not a number or score but a judgment about which inferences professionals can draw from test data. Teachers must apply clear, appropriate and fair interpretations to make sense of assessment data. They should only consider scores from an assessment for that specific test per each individual. To interpret the results accurately, professionals must know the assessment method used.
According to the CEC, special education professionals must not only individualize instructional variables to maximize learning outcomes but also use evidence-based practices and periodic assessments. They should create safe, effective and culturally responsible learning environments. Supporting the use of positive behavior and only using behavior change practices based on evidence helps respect the culture, dignity and basic human rights of students with exceptionalities.
Cover Essential SPED Topics Online in YSU’s Advanced Degree Program
YSU’s online M.S. Ed. program with a focus on SPED concentrates on supporting positive outcomes for learners with autism and related disabilities and meets the standards of the CEC. Its coursework includes topics such as ethical and legal concepts, behavior management, understanding and assessing exceptional learners, and the transition to adult life. The online M.S. Ed. – SPED – Autism and Related Disabilities program from YSU enables graduates to enhance their careers and obtain the degree needed to become a special education teacher, an intervention specialist, an exceptional student education teacher and more.
Learn more about YSU’s online Master of Science in Education – Special Education – Autism and Related Disabilities program.
