Autism gains attention of lawmakers

A proposed state law that would gather the latest research on autism in order to provide consistent educational services in all California schools could receive a financial boost from the federal government.

If signed into law by Gov. Schwarzenegger, Assembly Bill 2513 will require the office of the superintendent of public instruction office to identify ways for public and private schools to better serve the educational needs of children with autism.

Jeffrey Frost, executive director of the California Association of Suburban School Districts, said the superintendent's office would work with the University of California, the California State University system, relevant legislative committees, including the Blue Ribbon Commission on Autism, and with other appropriate agencies to develop the best educational approaches for students with autism.

According to Mary Schillinger, director of pupil services in the Las Virgenes district, when uniform, research-based diagnostic and educational standards are established for children with autism, the actual costs of such education will be identified.

While special education is mandated by law, the federal government has failed to meet its financial obligations to school districts nationwide.

"(The legislation will) allow us to put more pressure on the federal government to fully fund the mandate to educate all children with disabilities," Schillinger said. "It's one more piece of a very large puzzle."

The federal government's financial piece of the puzzle is supposedly set at 40 percent, but generally only 17 percent flows from its coffers to offset the state and school district's escalating special education costs.

The bill is championed by Terilyn Finders, a Las Virgenes Unified School District Board of Education member, and was written by Assemblymember Fran Pavley (D-Agoura Hills). It was introduced to address the gap between the diagnoses of children with autism and the educational services schools provide to them. Apparently educational standards differ widely from school district to school district.

"This bill is necessary if we are going to make any real progress in addressing the needs of students with autism," Frost said in his letter to the governor urging him to sign the bill. "For this to occur, the state needs to take a leadership role in filling the void in addressing the educational needs of autistic children and their parents."

Children with autism exhibit a wide range of telltale, yet sometimes very subtle, behaviors, including poor communication skills. Symptoms can range from a complete lack of speech and a history of extreme withdrawal from people to obsession with routine and a preoccupation with or inappropriate use of certain objects.

Children with autism often display ritualistic or repetitive behavior and sometimes exhibit peculiar mannerisms.

"This bill doesn't change anything in the short term," Schillinger said. "What it does is set up an avenue for experts in all areas, (including) universities, parent groups and medical professionals, giving them a forum to get information."

Schillinger said in addition to creating a mechanism to disperse information, training will be provided to school districts throughout the state.

The letter to the governor reiterates the progress the state has made in developing better diagnostic screening tools, including "evidence-based" interventions for people with the disorder at any point of its spectrum.

The Department of Developmental Services is working on guidelines for behavioral and medical interventions, but doesn't address educational solutions.

"What is missing from the state process is how we assist schools in meeting the educational needs of these children," Frost said. "The next logical step in the process is for the state to take a leadership role in developing guidelines for effective, evidence-based educational interventions that can be incorporated into our public schools."

Currently, the Department of Education concentrates on program compliance, which does not ensure that each school district in California has the proper tools and resources to create proper educational programs to meet the needs of children with autism.

"Autism is the fastest growing special education eligibility category for public education in California and the nation," Frost wrote to Schwarzenegger. From 1998 to 2002, the number of students receiving special education services in California nearly doubled, rising from 10,360 to 20,377.

Experts wrestle with the question of why more children are being diagnosed with autism. The sharp increase in identification of the disorder has been attributed to better screening tools, broader classification guidelines--even misdiagnosis. Nevertheless, Frost said all experts agree that autism now affects a significant number of people in the United States.

According to Pavley's office, Schwarzenegger has until Oct. 2 to sign the bill into law.