In the United States, approximately one percent of the population has Autism Spectrum Disorder (ASD). A neurodivergent disorder, those with autism can display a wide range of behaviors. The severity of the disorder can also vary, with some individuals being high functioning and falling into the category of having an individual disability. Others may be nonverbal or require significant support and help.
About 1 in 36 children has been diagnosed with autism. For students with autism, the wide range of behaviors and severity means that no one type of special education support and accommodations will help all or even most individuals with autism. Autism has no bearing on intelligence, and students with autism benefit from tailored support that considers them as an individual rather than a disability.
Washington has both local and statewide programs to assist students with autism. Its colleges and universities have several research centers and clinics to learn more about the disorder and support those with autism. Proper assessment and early intervention can drastically improve an individual's ability to thrive and succeed.
The Education Law Team at the Lento Law Firm knows that students with autism do best when they have individualized support that acknowledges their strengths. We work with individuals and families nationwide to secure the accommodations and services their students require to succeed in school and life. Whether you have a toddler in need of early intervention services or you're a graduate student being denied the accommodations you require to complete your degree, the Education Law Team at the Lento Law Firm can help. Call us at 888-535-3686 or fill out an online form.
How Washington Defines Autism
The Washington Department of Health defines autism as a developmental disability that's the result of differences in the brain. Autism affects each individual differently, although common signs of autism are differences in behavior, communication, and learning when compared with the general population.
While autism is often diagnosed before the age of three, that's not always the case. As scientists and doctors learn more about autism, research is finding that current assessments don't always identify all individuals with autism.
Autism and the Gender Gap
Boys are significantly more likely to be diagnosed with autism than girls. Part of that gap could be due to bias in assessments and understanding of autism.
Girls are less likely to be diagnosed with autism. Studies indicate that autism may affect girls' brains differently than boys' brains and that girls with autism show different behavior than boys. Instead of rocking or flapping their hands, girls may twirl or pull their hair or skip. Girls and boys with autism seem to have the same need for routine, but girls may focus more on being perfect.
What these differences mean is that assessments may miss girls, especially girls who exhibit non-traditional earmarks of autism. Many autism evaluations are based on research that focused on boys' manifestations of autism, and parents with daughters should check that their daughter's school has factored in more recent research on how autism affects girls.
The difference between boys and girls with autism highlights the importance of individualized assessments and evaluations. These assessments can drastically influence the type of support and accommodations a student receives.
Sufficient Assessments
The majority of individuals with autism are diagnosed before they graduate from high school. The Individuals with Disabilities Education Act (IDEA), a federal law that covers toddlers and K-12 students, mandates that schools access any child referred to them for a possible disability. All assessments for disabilities must be “sufficiently comprehensive.”
Evaluations are important because they determine not only if a child has a disability and is eligible for services but also what services and accommodations they receive. For students with autism and other developmental disabilities, assessments are doubly important because the extent of their disability may not be readily obvious.
Autism is a complex neurodivergent disorder that can potentially affect different parts of the brain in different people. Just as each individual may need different support and accommodations as part of their education, individuals with autism may need different assessments to fully measure and understand how autism affects them and informs their learning style and how they need support to succeed in school.
Advocating for your child or yourself during the assessment process is just as important, if not more important, than determining what accommodations and services a student receives. Without a sufficient, comprehensive assessment, a student may be denied needed special education support.
If schools decline to evaluate a student or provide insufficient assessments, students and families have avenues to address this problem. The Education Law Team at the Lento Law Firm can help families and students understand their options to contest decisions about referrals and evaluations.
Adult Assessments
Most autism assessments and outreach focus on identifying babies and toddlers. While early intervention is important, people can be diagnosed at any point in life. Inadequate assessments could result in evaluations failing to properly diagnose an individual. Some individuals with autism, especially women, are good at masking or hiding their symptoms.
For adults who think they may have autism, one of the challenges can be getting assessed. The University of Washington's Autism has assessment support for infants, toddlers, babies, and teenagers but discontinued its program for those over 18. While federal law requires free evaluation and assessment for babies, toddlers, and K-12 students, that requirement ends once someone graduates from high school.
College and graduate students who believe they may have undiagnosed autism face a difficult road. They should arrange to meet with their school to discuss the assessment process but should also be aware that, depending on their health insurance and local services and nonprofits, they may need to pay for the evaluation out of pocket.
Statewide Programs
Autism support and services aren't limited to the schoolhouse. Schools should be able to direct families to these resources, as autism affects parts of an individual's life beyond education.
Washington State University's Autism and Neurodevelopmental Program of Excellence serves children between the ages of six months to 18 years. The program's purpose is to make comprehensive assessments for autism more accessible and provide a full continuum of care throughout Washington State.
The University of Washington also has programs, including an Autism Center and an adult autism clinic. The UW Autism Center conducts research and has clinics and other programs for individuals with autism and their families.
Early Intervention
For those who are diagnosed with autism at a young age, early intervention is crucial. In Washington, early intervention services generally fall into one of four categories:
- Specialized instruction
- Speech therapy
- Occupational therapy
- Physical therapy
Early intervention begins while a child's brain is still forming. This means that treatments are likely to be more effective and have more significant long-term effects.
Early Intervention Programs in Washington
School districts, county health departments, and other organizations all provide different aspects of support for babies and toddlers with autism. Families who reside in Seattle can work with, among other organizations, Seattle Public Schools and the Seattle Children's Hospital's ABA Early Intervention Program.
The University of Washington's Autism Center, in addition to research and training, offers clinical services that focus on early intervention up to age six. Some of the center's programs have specific criteria, such as a certain geographic area or being enrolled in a WA Apple Health Medicaid health insurance program.
School districts and counties may also partner with nonprofit organizations to provide early learning support. Vancouver Public Schools, for example, works with several government agencies and nonprofit organizations to provide early education services.
Districts will sometimes divide early education into two groups: newborn to age 3 and age 3 under a child begins school. A school district cannot decline to provide support or guidance because a child is too young to attend.
K-12 Autism Support in Washington
After K-12, students qualify for special education services under IDEA. IDEA is a federal law that mandates that public schools provide special education support for all qualifying K-12 students and toddlers, even if a child doesn't attend their local public school. Autism is one of the qualifying disabilities under IDEA.
Once a child qualifies for support under IDEA, public schools must provide them with an Individualized Education Plan (IEP). IEPs are written documents that list all of the services and support a student will receive.
Parents and school staff determine what will be included in an IEP during meetings, and IDEA requires that schools conduct annual review meetings. Parents may also request a meeting at any point. Reasons for requesting a revision include an IEP no longer being effective, a student needing different support, or concerns that an IEP isn't being properly implemented.
Schools must provide reasonable accommodations to students. Neither federal nor Washington law mandates certain special education services or support. This means that schools may be following the law even when the level and type of support schools offer can vary significantly.
District Support and Accommodations
For some families, switching schools or districts may not be an option. Families moving into or around an area shouldn't assume all schools offer similar services or support.
Spokane Public Schools have the Autism Behavior Learning Environment (ABLE) program. The program uses a focused instructional and intervention model to assist students with their academics and living skills.
Bainbridge Island School District supports toddlers, children, and teens with autism beginning in preschool and through high school. The district has a dedicated ASD coordinator whose responsibilities include incorporating Functional Behavior Assessments and Positive Behavior Support Plans into students' IEPs. Some of the services the district provides to students with autism and other developmental disabilities include:
- Learning spaces for sensory breaks
- Group social skills instruction
- Check-in/check-out home base
- Low-stimuli environment to promote self-regulation
The coordinator also oversees staffing training and development and promotes evidence-based instruction to improve students' learning environments.
Kent School District, beyond special education services, has a research team. Part of the district's Performance Outcomes team, the research team uses data and evaluation to support student learning.
Functional Behavior Assessments and Positive Behavior Support Plans
IEPs should be more than a student's disability, and Washington encourages schools to consider the whole student. In addition to federal requirements for IEPs, the state encourages the use of two related programs: Functional Behavior Assessments (FBA) and Behavioral Intervention Plans (BIP).
FBA aims to understand the root of a student's behavior. Through analysis and observation, a FBA seeks to arrive at a theory to explain a student's behavior, including external influences.
BIP is the plan to put a FBA theory into action. BIP proposes replacement behavior as well as training to help a student.
Extended School Year
Beyond the school year, families may want to consider Extended School Year (ESY) services and other summer programs. Parents may request ESY be part of their student's IEP. ESY services are free to families.
Lake Washington School District explains more about what ESY is and isn't. ESY isn't about learning new skills but about maintaining current skills and knowledge. Whether a student qualifies for ESY depends on the following factors:
- Regression - Will a student experience a significant decline in skill or knowledge during a school break?
- Recoupment - Will a student be about to relearn that skill or knowledge?
- Critical Learning Stage - Is a student at a critical stage of development or learning?
For students who don't qualify for ESY, non-school programs may also be useful. The caveat is that these programs may not be free to families.
One example is the University of Washington's Autism Center, which offers a summer camp for children between the ages of 8 and 13. The camp requires that children have verbal skills that are at least equivalent to those of an average six-year-old, which highlights the broad range of autism and why families should look for programs that best support their child.
Transition Services
Schools must provide students who have IEPs with transition plans to help them move from high school to college or the workforce. For individuals with autism, especially those who struggle with change or a deviation from their routine, a solid transition plan can play a significant role in their ability to move into post-high school life.
For students who plan to attend college, researching colleges and meeting with school officials to learn more about the school's disability support network is crucial. Their IEP transition plan can also help by incorporating ways to help ease the transition from high school to college.
For students who plan to enter the workforce, both Washington State and many school districts offer transition services into the workforce and adulthood. Schools should be able to direct families to these resources.
These resources include:
- Developmental Disabilities Administration (DDA) provides support to individuals with disabilities and their families to help them become active, participating members of their communities. Individuals qualify for DDA when they:
- Had a disability before turning 18
- That disability is expected to continue indefinitely
- The disability substantially limits them
- The Department of Vocational Rehabilitation helps individuals with disabilities get jobs and has a dedicated program for high school students with disabilities
Students and their families should also inquire about local and district-level transition programs and support. Issaquah School District has the Academy for Community Transition (ACT).
Richland School District has a Community Based Transition Center for students between the ages of 18 and 21. The center provides training and support for students with disabilities. The center has different program offers and provides training in:
- Mobility & Travel Training
- Recreation/Leisure Access
- Adult Service Agencies
- Meal Planning & Cooking
- Shopping
- Budgeting
- Work skills
- Community involvement
Avoid the Post-High School Cliff
As the federal government's Interagency Autism Coordinating Committee points out, teenagers and adults leaving high school often encounter a “services cliff.” Reduced access to special education services, different state and local rules, and potential changes in the type of support they require can make the post-school transition that much more difficult.
Washington requires that schools begin transition planning in IEPs once a student turns 16, although transition planning may begin earlier if considered appropriate. A 2022 study from Australia highlights the importance of transition planning for teenagers and young adults with autism.
For students who plan to attend college, transition planning at 16 is late, given that it's generally recommended that students begin preparing for college admissions before or during their freshman year of high school. Harvard University even publishes a recommended curriculum and other tips for students, which underlines why students with autism who want to attend college should have transition plans beginning earlier.
For students with autism, transition planning shouldn't be considered an extra or afterthought to their IEPs. Planning and preparation can reduce disruptions and improve a student's chance of success. If your student's school is minimizing transition planning or delaying implementing it until legally required, the Education Law Team at the Lento Law Firm can help.
Washington Colleges and Universities
For students entering college, one of the challenges is that they're now expected to advocate for themselves. IDEA and IEPs no longer apply, although IEPs can be useful to help determine what services and accommodations a college will provide.
Colleges and universities are still required to provide disability accommodations and support. What changes is that students are responsible for establishing that they have a disability and working with school staff to determine support. Before enrolling in a school, students should arrange to meet with the school's disability services office to learn more about the college's services.
Colleges and universities also set their processes for establishing eligibility. While these programs are often similar, it's important to know what documents or forms a student will need to submit. Clark College's requesting process is fairly standard:
- Complete a form
- Provide relevant documentation or fill out a different form if a disability is obvious and/or a student lacks supporting documents
- Meet with Disability Support Services (DSS)
- Request accommodations for each term
For students attending Clark, one of the biggest changes from high school is that accommodations don't automatically carry over. While students don't necessarily need to provide relevant documentation every term, they do have to request accommodations.
Schools should have a standard policy for qualifying for disability support. Whether it's posted online or included in a student handbook, all students should be able to access it.
Another thing to keep in mind is that a different office may handle disability accommodations for on-campus employment. Even if an individual is a student, when they're working on campus, they're often considered an employee.
Beyond securing accommodations, Gonzaga University also provides resources on reporting barriers to access, harassment, and conflict resolution. Unlike K-12 public schools, colleges and universities don't have to follow any federal or state requirements on conflict resolution options.
DO-IT
The University of Washington has several programs and centers on autism research and support. The university's DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Center aims to use technology and education to assist individuals with disabilities. One of the center's case studies highlights how students with autism can succeed with the help of accommodations.
In this example, a graduate engineering student worked with his advisor and the school's disabilities services office to determine what accommodations the student would need to succeed in the program. The student recognized that his previous accommodations would no longer be beneficial at the graduate level and that he needed support to complete his course of study.
This example highlights that autism doesn't relate to an individual's intelligence or ability to complete major academic and intellectual challenges. Rather, a student, even a graduate-level student, simply needs flexibility to take a different path to reach their goal.
Accommodations aren't a hindrance but rather akin to acknowledging different learning styles. Helping students determine the best way they learn, rather than assuming everyone learns the same, instills confidence and increases the likelihood of student success. The same is true of accommodations, especially at the college and graduate level.
Accommodations Don't Have to Be Complex
Autism is a complex disorder, but schools providing reasonable accommodations and support shouldn't be. Individuals with autism can be successful in school, and some research indicates they're more likely to be gifted than the general population.
No disability has a one-size-fits-all treatment and support program, and that's especially true for autism. Individuals with autism are not only on a spectrum; they can have different patterns of behavior. Even if two students with autism have similar behavior and severity, they may require entirely different support to succeed in school.
Individuals are also more than their disability. Special education increasingly highlights the importance of considering the whole child and not defining support based on disability.
Even when the staff is well-meaning, schools may fail students with autism. From insufficient assessments to ineffective accommodations, students with autism can face challenges at any point in the process.
The Education Law Team at the Lento Law Firm can help wherever you are in the process. We focus on collaborative solutions that keep students' education and future as the focus. Call us at 888-535-3686 or fill out an online form.
