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Definition in State Rule: Autism
Autism means a developmental disability significantly affecting a child's social interaction and verbal and nonverbal communication, generally evident before age 3, that adversely affects learning and educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance.
The results of standardized or norm-referenced instruments used to assess a student for the disability category of autism may not be reliable or valid. Therefore, alternative means of evaluation, such as criterion-referenced assessments, achievement assessments, observation, work samples, and other assessments shall be considered. Augmentative and alternative communication needs must be also considered when identifying a student with autism. PI 11.36 (8), Wis. Admin. Code.
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Incidence and Disproportionality
Incidence
For the 2022-2023 school year, 15,207 students (1.8%) of total public school enrollment (822,804 students) were identified as having autism. The 15,207 students with autism made up 12.4% of all students with IEPs (122,187). In Wisconsin, IEP teams are not required to identify secondary or tertiary impairment areas and are only required to submit a “reporting” disability and may also report an “other” disability category. Thus the number of students identified as having an “other” disability category of autism is not reflected in this data. Approximately 82% of all students identified with autism were male and 18% were female.
To view additional data including district level information, go to the WI DPI public WISEdash portal.
Disproportionality
In Wisconsin, like many other states, we see district data demonstrating race-based patterns of identification for some impairment areas compared to others. Although districts rarely demonstrate these patterns in the area of autism, as an equity issue, we strongly encourage all districts to disaggregate their special education data to ensure evaluation practices and procedures are culturally responsive and address bias when conducting and analyzing assessments used to make eligibility decisions. Go to the DPI Culturally Responsive Problem Solving web page for more information.
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Autism Criteria
Autism Criteria
§300.304 of the Individuals with Disabilities Education Act (IDEA) outlines two purpose of special education evaluations (i) Whether the child is a child with a disability; and (ii) The content of the child’s IEP, including information related to enabling the child to be involved in and progress in the general education curriculum (or for a preschool child, to participate in appropriate activities). The disability category criteria IEP forms only assist IEP teams with (i) and are not sufficient in completing an evaluation and developing a student’s IEP. To ensure compliance with implementing a full, individual, and comprehensive evaluation, go to the Wisconsin DPI Comprehensive Special Education Evaluation web page.
Worksheets and Guidelines
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Definition in State Rule: Autism
Autism means a developmental disability significantly affecting a child's social interaction and verbal and nonverbal communication, generally evident before age 3, that adversely affects learning and educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance.
The results of standardized or norm-referenced instruments used to assess a student for the disability category of autism may not be reliable or valid. Therefore, alternative means of evaluation, such as criterion-referenced assessments, achievement assessments, observation, work samples, and other assessments shall be considered. Augmentative and alternative communication needs must be also considered when identifying a student with autism. PI 11.36 (8), Wis. Admin. Code.
-
Incidence and Disproportionality
Incidence
For the 2022-2023 school year, 15,207 students (1.8%) of total public school enrollment (822,804 students) were identified as having autism. The 15,207 students with autism made up 12.4% of all students with IEPs (122,187). In Wisconsin, IEP teams are not required to identify secondary or tertiary impairment areas and are only required to submit a “reporting” disability and may also report an “other” disability category. Thus the number of students identified as having an “other” disability category of autism is not reflected in this data. Approximately 82% of all students identified with autism were male and 18% were female.
To view additional data including district level information, go to the WI DPI public WISEdash portal.
Disproportionality
In Wisconsin, like many other states, we see district data demonstrating race-based patterns of identification for some impairment areas compared to others. Although districts rarely demonstrate these patterns in the area of autism, as an equity issue, we strongly encourage all districts to disaggregate their special education data to ensure evaluation practices and procedures are culturally responsive and address bias when conducting and analyzing assessments used to make eligibility decisions. Go to the DPI Culturally Responsive Problem Solving web page for more information.
-
Autism Criteria
Autism Criteria
§300.304 of the Individuals with Disabilities Education Act (IDEA) outlines two purpose of special education evaluations (i) Whether the child is a child with a disability; and (ii) The content of the child’s IEP, including information related to enabling the child to be involved in and progress in the general education curriculum (or for a preschool child, to participate in appropriate activities). The disability category criteria IEP forms only assist IEP teams with (i) and are not sufficient in completing an evaluation and developing a student’s IEP. To ensure compliance with implementing a full, individual, and comprehensive evaluation, go to the Wisconsin DPI Comprehensive Special Education Evaluation web page.
Worksheets and Guidelines
Other Special Education Resources
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