Learning Disabilities and Special Education

Gender

According to the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV, 1994), the category of disorders under which autism falls is pervasive developmental disorders (PDD). Autism is often referred to as belonging in a “spectrum” of disorders. Autism is a severe disorder of communication and behavior. It is a lifelong disorder that usually appears during the first three years of life. It occurs in approximately 15 in 10,000 births, ten percent are classically autistic, the most severe form of autism. Autism is four times more likely to occur in males than females and there is no known cause or cure for autism (Sullivan, cited in Sewell, 1998).

Educational Placement

Parents and advocates began to challenge the schools to provide their children with the “most appropriate” education in the “least restrictive environment” (LRE) (Petch-Hoggan & Haggard, 1999). As defined by IDEA, the “least restrictive environment provision requires that states assure that, to the maximum extent appropriate, children with disabilities are educated with children without disabilities.” Removal or separate schooling should only occur when the severity of the child’s disability is such that the general curriculum cannot be modified to meet their educational needs (Sawyer, McLaughlin, & Winglee, 1994, p. 204).

Parents of children with autism have rarely been asked their opinions about their ideal educational placement for their child (Kasari, Freeman, Bauminger, & Alkin, 1999). Parental opinions on the proper placement for their child vary greatly and often evoke a wide range of emotions. The decision to place students into full or part-time inclusive environments is often dependent on several factors. The severity or dia...

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...ose to have more than two workshops per year, depending on both student need and availability of staff. It is important to consider the latter, as this would be an after school activity, hosted by a committee of volunteer.

Research supports the idea that such workshops would benefit students and their families in preparing for this difficult transition. Eckes and Ochoa (2005) also believe workshops would especially help in preparing for postsecondary education. The main idea behind the transition committee is for a variety of individuals from both the school and community to work collaboratively in their efforts to advocate for students in special education and their families may be more comfortable with this process. When they have questions or concerns, there would be a team of trusted individuals that they could feel comfortable turning to for help.