FAQ, continued
Is there a cure for autism?
At this time, there is not a cure for autism. There are a number of different avenues available to address and manage autism but to date there is no apparent cure. The best improvement comes through best practices education.
How can I tell if a child has autism?
While no two children with autism present exactly alike, there are characteristics that many of them share that may be as recognizable as early as the toddler years. Symptoms include difficulty relating to others; difficulty with speech and language, an inability to sustain eye contact and trouble reading social cues. Children with autism are also prone to repetitive behaviors such as flapping their hands constantly or uttering the same phrase over and over again. They may also be more sensitive than typically developing children to sights, sounds and touch.
What should I do if I suspect something is wrong with my child?
As soon as you become aware that there may be an issue, talk to your doctor about getting child screened for autism. Early intervention is key to supporting your child and family.
How do I deal with this diagnosis?
Finding out your child has a developmental disorder that currently has no cure can be devastating. Give yourself permission to grieve and try not to blame yourself. It is not your fault. No one knows what causes autism so there was nothing you could do to prevent it. If the feelings become too overwhelming, consider talking with a counselor who understands what you are facing.
What is an IEP?
An Individualized Educational Program (IEP) is a document that describes the Special Education and related services, specifically designed to meet the unique educational needs of a student with a learning disability. This document, mandated by the federal government in 1997 and amending the IDEA Act of 1990, is developed in one or more meetings by an IEP committee comprised of school administrators, teachers, clinical professionals, parents and students, if 14 or older. Once designed, this document tends to be comprehensive, specific, sequential, realistic, appropriate, understandable, and mutually developed.
The IEP contains an initial educational assessment; the expected goals and objectives for the student; the resources and services needed to accomplish such goals and objectives; plus dates, length of services, and means of evaluating progress, such as behavior, conditions, and criteria to be monitored. It covers all deficit areas, including communication, behavior, socialization, self-help, academics, perceptual motor skills, vocational skills, gross motor skills, transition services, related services, and needed accommodations in both general, vocational and special education settings.