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Feature Issue on Supporting Success in School and Beyond for Students with Autism Spectrum Disorders
Published by the Institute on Community Integration (UCEDD) and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota Volume 19 Number 3 Fall/Winter 2006/07
From the Editors
Autism Spectrum Disorders (ASD) are reported as the sixth most commonly classified disability among young people receiving special education services in American schools, and it has been estimated that as many as 500,000 young people in the U.S. (birth to 21 years) have an Autism Spectrum Disorder (CDC, 2006; www.cdc.gov/ncbddd/autism/asd_common.htm). There is still much to be learned about ASD – about the causes; the best ways to identify ASD in early childhood and begin early interventions; and the best ways to support the academic, social, and vocational success of students with ASD. In December 2006, President Bush signed into law an act that, among its provisions, includes allocation of funding for further research on the frequency and causes of ASD, as well as research to improve screening tools and interventions. As that and other research adds to our current knowledge, educators, families, and individuals with ASD will have more information to use in making decisions that support the development of the full potential of each student with ASD. While that work of seeking to better understand ASD continues, there are some things that have been discovered so far that are important in supporting success in school and beyond for students with ASD. It is those insights that we share in this Impact.
Managing Editor: Vicki Gaylord
Karen Cadigan Center for Early Education and Development, University of Minnesota, Minneapolis
Lesley Craig-Unkefer Department of Educational Psychology, University of Minnesota, Minneapolis
Joe Reichle Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis
- Phil Sievers
- Autism Spectrum Disorders, Special Education Policy Division, Minnesota Department of Education, St. Paul
Impact is published quarterly by the Institute on Community Integration (UCEDD), and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota. This issue was supported, in part, by Grant #90DD0579 from the Administration on Developmental Disabilities, US Department of Health and Human Services; and Grant #H133B031116 from the National Institute on Disability and Rehabilitation Research, US Department of Education.The opinions expressed are those of the authors and do not necessarily reflect the views of the Institute, College, University, or their funding sources.
For additional copies or information contact:
Institute on Community Integration University of Minnesota 109 Pattee Hall, 150 Pillsbury Drive SE Minneapolis, MN 55455 612/624-4512 email@example.com
Impact is available in alternative formats upon request.
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/193/default.html). Citation: Cadigan, K., Craig-Unkefer, L., Reichle, J., Sievers, P., & Gaylord, V. (Eds.). (Fall/Winter 2006/07). Impact: Feature Issue on Supporting Success in School and Beyond for Students with Autism Spectrum Disorders, 19(3). [Minneapolis: University of Minnesota, Institute on Community Integration].
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