| Description |
Autism Spectrum Disorder (ASD) is a lifelong neurological disorder, affecting the functions of the brain that can significantly impair an individual's ability to develop the necessary skills to live a full and independent life as an economically contributing member of society. Studies from the Centers for Disease Control between 2006-2008 showed one in six children had a developmental disease. As this generation of disabled youth ages, their need also increases for effective, appropriate evidence-based interventions, services, and practices within the educational system (Advancing Futures for Adults with Autism, 2017). In 1990, Congress added autism as a disability under the Individuals with Disabilities Act (IDEA). Under this law, autistic children have a legal right to a Free and Appropriate Public Education (FAPE). Under these laws, parents of autistic children have the legitimate and legal right to participate in all aspects of their autistic child's education. An Individualized Education Plan (IEP) is developed for every child meeting the IDEA's eligibility requirements and outlines the child's FAPE. The IEP is developed by the IEP Team, which includes the parents of the autistic child, the Local Education Agency representative (LEA), also known as the school principle, the special education teacher, the general education teacher, and the school psychologist. Because special education is governed by multiple mandates simultaneously, that of federal, state, and local school districts, a grey-area exits and allows school administrators to develop and implement their own special education policies and procedures, s long as these policies and procedures are not contrary to those mandated in the federal and state laws. Through the development and implementation of different policies and procedures school administrators have gone contrary to IDEA and FAPE by not engaging, including, inviting, and informing parents of every aspect of their own child's education as a legal and legitimate member of the IEP Team. This leaves parents feeling that they are not really a part of their own child's IEP Team; further, these separate and distinct policies and procedures increase IEP Team disagreements, negative characterizations between parent-professionals, and leaves parents with the only option but to exercise their due process rights, as evidenced by the drastic increase in litigation. Intergroup Theory is used to explore special education communication policies and procedures, and to understand how it is creating group membership. Suggestions are offered as to how to include parents as equal IEP Team members and to increase positive characterizations between parents and professionals of the same IEP Team, and to decrease litigation. |
