Washington State House of Representatives Office of Program Research |
BILL ANALYSIS |
Education Committee | |
SSB 6742
Brief Description: Requiring development of programs and guidelines for students with autism.
Sponsors: Senate Committee on Early Learning & K-12 Education (originally sponsored by Senators Rasmussen, McAuliffe, Tom and Kline).
Brief Summary of Substitute Bill |
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Hearing Date: 2/26/08
Staff: Cece Clynch (786-7195).
Background:
Autism Spectrum Disorder (ASD). ASD is a developmental disorder that affects a person's
ability to communicate and relate to others. It is characterized by impairments in social
interactions, language and communication, and repetitive behaviors and preoccupations. Across
the spectrum, there is a wide variability in symptoms and severity. In Washington, ASD is
estimated to affect between two and six children per 1000.
Individualized Education Program (IEP). In accordance with federal and state laws, the Office
of the Superintendent of Public Instruction (OSPI) is charged with requiring each school district
in the state to insure an appropriate educational opportunity for all children with disabilities
between the ages of three and 21. By law, students with disabilities, including autism, are
entitled to a free appropriate public education that includes special education and related
services. Schools are required to develop an appropriate IEP for each eligible child.
Comprehensive evaluation is the first step in development of an IEP, providing information
about a child's strengths, weaknesses, behavior, and how the child learns so as to formulate an
IEP that allows the student to progress. An IEP meeting occurs after the evaluation of the child
is completed and the school district has determined that the child is eligible for special education
and related services. Parents, and the child if appropriate, participate in this initial meeting, as
well as subsequent meetings to review the child's progress. Educator participants include an
administrator, the child's general education teacher(s), the child's special education teacher, and
the child's therapist, if any.
IEPs include several components, including statements or descriptions of:
Neither state nor federal law require disability-specific IEPs for autism or any other disability.
Caring for Washington Individuals with Autism Task Force. In 2005, the Legislature created the
Caring for Washington Individuals with Autism Task Force (task force). The 2007 Legislation
extended and funded the task force through June 30, 2008.
Summary of Bill:
The OSPI, together with the autism task force and representatives from state and nonprofit
agencies that provide programs and services for people with autism, must develop guidelines for
an autism-specific supplement to be used in conjunction with an IEP. Consideration must be
given, but need not be limited, to:
By September 1, 2008, the OSPI shall develop recommendations for these guidelines and submit these to the Governor and the education committees of the Legislature. The OSPI shall report the policy guidelines to school districts by December 1, 2008 for the districts to use to develop and adopt their policies. By April 1, 2009, each school district "shall use the guidelines...to develop guidelines for an autism-specific supplement" to be used in conjunction with an IEP that addresses the unique needs of students with autism.
Appropriation: None.
Fiscal Note: Requested on February 19, 2008.
Effective Date: The bill takes effect 90 days after adjournment of session in which bill is passed.