Historically, students with autism have not had access to supports within universities that would enable them to succeed academically or socially.  In response to the heightened recent attention to inclusion at the postsecondary level for students with disabilities, the Division on Autism and Developmental Disabilities (DADD) has taken the initiative to develop a paper on this critical topic.  The goal of DADD in developing this paper is to illuminate and promote effective practices to support students with autism spectrum disorders in postsecondary education.  Toward this end, this manuscript addresses the need for institutions of higher education to educate students with autism spectrum disorders (ASD) among their peers in college programs.  The intent of the authors is to voice a call to action to expand the inclusion momentum that has become firmly rooted in our nation’s high schools so that it reaches universities and leads to improved adult living outcomes.  Through discussion of the history of postsecondary education (PSE), a review of relevant legislation, and consideration of current PSE options for students with autism, a clear picture of the current state of affairs emerges.  Connections among legislative initiatives and current practices substantiate the need for increased program options and supports through which academic, social and career development may be provided to students with ASD. The role of legislation in supporting the establishment of infrastructure and building capacity to sustain programs is examined to foster recognition of the need for institutions of higher education to provide inclusive postsecondary programs. Components of effective postsecondary education for students with ASD are described in relation to legal mandates leading to the development of PSE opportunities for these students.

Recent mandates related to the implementation of evidence-based practices for individuals with autism spectrum disorder (ASD) require that autism professionals both understand and are able to implement practices based on the science of applied behavior analysis (ABA). The use of the term “applied behavior analysis” and its related concepts continues to generate debate and confusion for practitioners and family members in the autism field. A general lack of understanding, or misunderstanding, of the science and practice of ABA is pervasive in the field and has contributed to an often contentious dialogue among stakeholders, as well as limited implementation in many public school settings. A review of the history of ABA and its application to individuals with ASD is provided, in addition to a discussion about practices that are/are not based on the science of ABA. Common myths related to ABA and ASD, as well as challenges practitioners face when implementing practices based on the science of ABA in public school settings are also described.

Existing evidence strongly suggests that overreliance on one-to-one paraprofessionals is a critical issue in special education that requires attention. At the same time it is important to exercise caution so that the information in this issues brief is not inadvertently misused. Hopefully recognition of our field's overreliance on one-to-one paraprofessionals will spur creative and constructive alternatives that will ensure appropriate supports for students with disabilities in new ways that will allow them to more fully benefit from all the general education classes and other environments schools have to offer.

This paper will present a classroom teacher’s perspective on one of the important requirements of “No Child Left Behind” legislation and aligned language found in the Individuals with Disabilities Education Act (IDEA) of 2004 – that of aligning assessment and instructional practices with state academic content standard areas for those special educators teaching students with significant disabilities.

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This paper focuses on “technologies for voice” that are related to the self-determination of youth with developmental disabilities. The authors describe a self-determination model that values family-focused, community-referenced pedagogies employing “new media” to give voice to youth and their families.

With the passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities in Education Act (IDEA, 2004), the focus in special education is in two areas: 1) college preparatory curriculum, and 2) general education standards. NCLB mandates that all programs for students with special needs include the same courses as that for students without special needs.

This DDD position paper will address a number of issues related to statewide assessments used to evaluate students with the most significant cognitive disabilities.

Given the importance of diversity as a part of “our everyday reality” and the increasing pressure to address diversity issues in the context of globalization, this Brief provides the membership a forum to discuss diversity and opportunities to problem solve the issues that have been identified in this Brief.

Currently, the nation is experiencing a critical shortage of special education teachers (Rosenberg & Sindelar, 2001). The traditional route for teacher preparation, pursued through university and college education programs, has been unsuccessful in supplying program graduates to meet the demand.

When people with developmental disabilities are denied sexuality education, they are at risk suffer sexual abuse, inappropriate sexual behavior, and unsatisfactory social relationships. By providing a well thought out sexuality curriculum, persons with developmental disabilities can realize such important experiences as childbirth and marriage with greater success.