Development of IEPs for Students with Autism Spectrum Disorders



In the development of the individualized education program for a student who has a disability on the autism spectrum (which includes autistic disorder, Asperger’s disorder, pervasive developmental disorder not otherwise specified, childhood disintegrative disorder, and Rett syndrome, as defined in the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV, 2000)), the IEP team shall consider all of the following factors:

1. The verbal and nonverbal communication needs of the child.

2. The need to develop social interaction skills and proficiencies.

3. The needs resulting from the child’s unusual responses to sensory experiences.

4. The needs resulting from resistance to environmental change or change in daily routines.

5. The needs resulting from engagement in repetitive activities and stereotyped movements.

6. The need for any positive behavioral interventions, strategies, and supports to address any behavioral difficulties resulting from autism spectrum disorder.

7. Other needs resulting from the child’s disability that impact progress in the general curriculum, including social and emotional development.


Autism Considerations: A workable Document

For the full version of the ISBE memo click here: Memorandum #08-1 DEVELOPMENT OF IEPS FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS