1. Autism Spectrum Disorders

2. ASD is considered a low-incidence disability, affecting 0
ASD is considered a low-incidence disability, affecting 0.6% of the student population.
In 2005 the number of students receiving special education services in the United States was 181,758.
In 2013 that number had jumped to 455,349 students.
This rapid rise is troubling for parents and educators, but questions remain whether or not that rise of students with ASD is a function of better and more inclusive diagnosing.

3. Prior to 2013 Autism Spectrum Disorders fell under an umbrella of five different specific disorders:
Autistic disorder, or autism.
Childhood disintegrative disorder (CDD).
Asperger’s syndrome.
Rett syndrome.
Pervasive developmental disorder-not otherwise specified (PDD-NOS).

4. The publication of the DSM-5 in 2013 changed the focus from types of ASD to three levels of severity that are based on support needs of the individual:
Level 1, “requiring support”.
Level 2, “requiring substantial support”.
Level 3, “requiring very substantial support”.
Terms like Asperger’s syndrome and PDD-NOS are still used by some professionals but not as formally.

5. Characteristics of ASD:
Persistent deficits in social communication and social interaction across multiple contexts. These include developing language at a delayed pace, speaking in single words or repeating certain phrases over and over, or failing or slow to respond to their name. Many children with ASD learn to communicate using pictures or their own sign language.
Restricted, repetitive patterns of behavior, interests, or activities. All of these characteristics and symptoms must be present in a child’s early developmental period,

6. Sources:
The American Psychiatry Association. (n.d.). DSM-5. Retrieved from Bryant, D. & Bryant, & Smith, D. (2016). Teaching Students with Special Needs in Inclusive Classrooms. Thousand Oaks, CA: Sage Publications. The United States Department of Education. (n.d.). Building a Legacy: IDEA Retrieved from