Name of Report: Issue Brief #18: Children with Autism in Rhode Island
Organizational Affiliation: Rhode Island KIDS COUNT
Author: Rhode Island KIDS COUNT
Contact Information: Rhode Island KIDS COUNT
One Union Station, Providence , RI 02903, 401-351-9400 (telephone); rikids@rikidscount.org (e-mail), www.rikidscount.org (website)
Date: December 2003
Pages: 12
Content Summary
This Rhode Island KIDS COUNT Issue Brief focuses on Rhode Island children with autism. Providing definitions of the disorder, this report discusses its causes, assessment, diagnosis, and treatment. Information about national studies as well as education and treatment approaches is included. This issue brief also outlines recommendations for assessment and diagnosis, data collection, early intervention and education strategies, workforce development, outpatient service capacity, in-home therapy, and family support. There is also a list of online resources as well as a chart of the number of students with autism in each school district
Major Findings
Autism is a neurological disorder that affects as many as 1 in 250 children. Data collected by the Rhode Island Department of Education suggest that the identification of children with Autism Spectrum Disorders (ASDs) frequently may not occur until age six. Children ages three to six who are enrolled in a special education program receive varying services; many preschool programs vary in intensity. National research suggests that the implementation of what is known about early intensive intervention could allow approximately 50 percent of children with autism to function in a general education program by first grade; the likelihood for improved adult functioning would also increase. High costs and lack of training are barriers to proper implementation of best practices. Children who need intensive services may be unnecessarily placed in expensive restrictive environments because the supports for more appropriate and less restrictive alternatives have not been developed. A 2002 Rhode Island study of special education students shows that per-pupil expenditures for children with autism are among the highest for any category of special needs students. Relative to the overall student population, Black and Hispanic students are underrepresented among students identified as autistic and overrepresented among students identified as mentally retarded.
Related Issues
National research indicates that racially, culturally and linguistically diverse students are disproportionately placed in special education. (Kligner and Artiles 66). Rhode Island’s annual reports to the U.S. Department of Education concerning special education show a slight under-representation of minorities in special education overall. However, minority students in Rhode Island are overrepresented in some special education categories and underrepresented in others.
Reference List
Klinger, Janette K. and Alfredo J. Artiles. “When Should Bilingual Students Be in Special Education?” Education Leadership 61.2 (2003): 66-73.
How to Access Report
http://www.rikidscount.org/