Mr. Speaker, I rise today to introduce the Autism Understanding and Training In School Methodologies for Educators Act (AUTISM Educators Act) of 2012. This legislation would create a demonstration program to train mainstream teachers in…
Mr. Speaker, I rise today to introduce the Autism Understanding and Training In School Methodologies for Educators Act (AUTISM Educators Act) of 2012. This legislation would create a demonstration program to train mainstream teachers in effective communications skills and in turn improve the learning experience for children on the autism spectrum. Autism Spectrum Disorder (ASD) is the fastest growing developmental disability in the United States.
The Centers for Disease Control and Prevention (CDC) recently announced updated statistics on the incidence of Autism Spectrum Disorder in the U.S. They are staggering. One in 88 children is diagnosed on the autism spectrum by age 8, and boys are five times more likely to have an ASD. These findings are based on 2008 data and reflect a 78 percent increase from the 2002 data. Although we are better at diagnosing ASD, the increase cannot be wholly attributed to better and earlier diagnosis.
We do not know the causes of ASD, but many in the field of research suggest environmental factors are at play.
While scientists work on the causes of and treatments for ASD, children on the spectrum deserve the best possible education. Many of these children are placed in special classes with trained special education instructors, but a number of ``high functioning'' children on the spectrum are enrolled in mainstream classrooms.
Unfortunately due to the rapid growth in ASD, many teachers have not had the opportunity to receive training in communicating with autistic children. Teachers want this training. And the AUTISM Educators Act will facilitate and implement qualified training programs in school settings.
There is a large demand for this legislation. I know this because the issue first came to me from families in my district who desperately need the public education system to work better for their children's special needs. These committed parents know that communications skills are paramount in working with children on the spectrum. The AUTISM Educators Act establishes a demonstration grant to a local education agency (LEA) in partnership with a university school of education to develop and
implement a program to deliver in-service training to practicing teachers.
My constituents--parents, teachers, principals and school board members--are in agreement that this is a remedy they seek. It is a small investment, but it can make an enormous improvement in educational success for our special needs children.
I am pleased that the cochair of the House Autism Caucus, Mike Doyle, is joining me as an original cosponsor of this bill.
I have been overwhelmed with the support of my local school community. I include their letters of support.
Arlington SEPTA,
Arlington, VA, April 9, 2012.
Hon. Jim Moran,
Rayburn House Office Building,
Washington, DC.
Dear Congressman Moran: The Arlington Special Education
Parent Teacher Association (Arlington SEPTA) enthusiastically
supports your legislative initiative to establish a
demonstration program to train classroom teachers and school
staff on how to implement evidence-based practices for
educating students with autism spectrum disorders.
Arlington has a highly organized community of families who
actively collaborate with schools to support students with
special needs. Two years ago, Arlington families established
the first Special Education PTA in Virginia. The Arlington
SEPTA is a county-wide Parent Teacher Association organized
for the specific purpose of providing information and support
to the families of children with special needs. Our
organization's mission is to enhance the educational
experience of children with special needs by creating a
collaborative network of parents, educators, and community
members. For example, we have developed a program to
competitively award mini-grants of up to $500 to classroom
teachers and school staff, who use the mini-grants to
purchase the materials needed to pilot enrichment activities
for students with autism spectrum disorders and other
disabilities.
The National Research Council's 2001 report on Educating
Children with Autism concluded that teachers,
paraprofessionals and others educating children with autism
spectrum disorders ``must be familiar with theory and
research concerning best practices for children with autistic
spectrum disorders, including methods of applied behavior
analysis, naturalistic learning, assistive technology,
socialization, communication, inclusion, adaptation of the
environment, language interventions, assessment, and the
effective use of data collection systems'' (p. 225).
Unfortunately, few teachers, paraprofessionals and related
staff receive such training and the resulting knowledge gap
is becoming a crisis as the number of children with autism
spectrum disorders continues to rise. The Center for Disease
Control and Prevention estimates that the number of children
identified as having an autism spectrum disorder in the
United States now is roughly 1 in 88, with boys four times
more likely to have autism at an estimated rate of 1 in 54.
Congressman Moran, your legislative initiative brings hope
to many families who are doing everything they can to support
their children with special needs. Not only students with
autism spectrum disorders, but also students with other types
of disabilities, will benefit from training classroom
teachers and school staff on how to implement evidence-based
practices for educating students with autism spectrum
disorders. Thank you for listening to the calls of this
unique community and dedicating time and resources to support
these special students.
Sincerely,
John E. Toner,
President.