Local school board member joins state task force on autism
By Stephanie Bertholdo bertholdo@theacorn.com

Terilyn Finders

Terilyn Finders, Las Virgenes Unified School District board president, has been appointed to a task force on education and professional development under the state's Legislative Blue Ribbon Commission on Autism

The task force will make recommendations on Assembly Bill 2513, recently championed by Finders and the California Association of Suburban School Districts. The bill was written by former Assemblymember Fran Pavley of Agoura Hills.

The bill establishes a "clearinghouse" for the latest researchbased information about autism. The task force will supply a knowledge "tool box" to schools, parents and other groups throughout the state, Finders said.

"I would like to see all school boards accountable for delivering quality special education programs from staff development through to programs and services," Finders said.

The goal of the task force is to find ways to assist teachers and improve education for children with autism.

According to one report, the task force has identified a lack of "best practice" guidelines and training methods for teachers and other special education service providers. When guidelines have been identified they are not "widely followed," the report said.

The task force identified training programs needed to "effectively respond to children's safety needs and behavioral issues."

The panel is gathering information from various sources, including firsthand reports from parents, teachers and groups working in the field.

Children with autism generally have poor communication and social skills and often exhibit repetitive behaviors. Some have aggressive responses when they become overstimulated.

Experts believe autistic behavior sometimes leads to the expulsion of students, who may be at risk of hurting themselves if not properly supervised.

The task force identified a lack of consistent services by schools, regional centers and other providers for children with autism.

Also at issue is the purported lack of funding for special education services. When parents become blocked in their attempt to obtain adequate services for their children, costly litigation often results.

In addition, many parents believe state administrative hearings are biased in favor of the school districts and autism agencies.

The transition between classrooms and from one grade to the next is especially difficult for autistic children, according to the report, and often leads to a disruption in services. Children with autism can become agitated by any deviation from a schedule or routine, and the move often creates anxiety, which leads to further behavioral problems.

Other issues tackled by the task force include the need for improved communication with parents about the availability of effective services for their autistic children.

Finders and others want to make it easier for parents to find proper services for their children. But she said some parents who try experimental interventions may be turned away if the method has not been approved.

"We can't build individualized education plans that include nonproven programs," Finders said. "Public education can't afford to fund research."

Instead Finders wants school districts to work with proven methods, train all teachers and hold school districts accountable throughout the state.

"I don't want teachers to graduate with a credential and then have to take additional classes," Finders said. "Understanding children with autism shouldn't be an elective."

Finders said the need to find a more comprehensive way to work with autistic children is equally as important as the movement to help English learners, remedial readers and other special needs children.

"I'm not going to stop until we're done," Finders said.