Not all Arizona students with a medical diagnosis of autism qualify for special education services. Naturally, families are confused and frustrated.
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Arizona State Board Rule R7-401(E)(7) For the following disabilities, the full and individual initial evaluation shall include: a. Emotional disability: verification of a disorder by a qualified professional. b. Hearing impairment: i. An audiological evaluation by a qualified professional, and ii. An evaluation of communication/language proficiency. c. Other health impairment: verification of a health impairment by a qualified professional. d. Specific learning disability: a determination of whether the child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, state-approved grade-level standards, or intellectual development that meets the public education agency criteria through one of the following methods: i. A discrepancy between achievement and ability; ii. The child’s response to scientific, research-based interventions; iii. Other alternative research-based procedures. e. Orthopedic impairment: verification of the physical disability by a qualified professional. f. Speech/language impairment: an evaluation by a qualified professional. g. For students whose speech impairments appear to be limited to articulation, voice, or fluency problems, the written evaluation may be limited to: i. An audiometric screening within the past calendar year, ii. A review of academic history and classroom functioning, iii. An assessment of the speech problem by a speech therapist, or Iv. An assessment of the student’s functional communication skills. h.Traumatic brain injury: verification of the injury by a qualified professional. i. Visual impairment: verification of a visual impairment by a qualified professional. |
Medical Diagnosis v. Educational Evaluation
There is a difference between a medical diagnosis of autism that may lead to medical services and an educational evaluation that may result in special education services and supports. Families often expect that if their child receives a medical diagnosis of autism spectrum disorder (ASD) that their child will also meet the education-based eligibility criteria. However, this isn’t always the case.
Rising Autism Diagnoses
Increasing awareness and early identification methods are leading to a rise in autism diagnosis.
- Eight-year-old Children: In 2023, the CDC released data showing that about 1 in 36 eight-year-old children in the U.S. were identified with autism spectrum disorder in 2020. This is up from the 1 in 44 in 2018.
- K-12 Students: Nationally, about 13% of students with disabilities were identified with autism during the 2022-23 school year. Arizona is at 12%. That is up 8% from the 2008-09 school year when about 5% of students participating in special education services were identified with autism.
Method of Evaluation
Medical diagnoses and educational evaluations are different. The Arizona Department of Education notes that only students meeting these three criteria are eligible for special education services.
- The student has a qualifying disability per the IDEA (Individuals with Disabilities Education Act).
- The disability impacts learning. (This is typically where the disagreement lies.)
- There is a need for specially designed instruction.
Consistency Needed
The Individuals with Disabilities Education Act (IDEA) provides a definition of autism, and many if not most states utilize a similar definition. However, our research reveals that many states have also delineated the process and evaluation criteria schools must use, hence increasing consistency and transparency. Some states have also developed corresponding forms, templates and supportive training materials. Arizona has not.
To be clear – the other states have evaluation criteria for all disabilities – not just autism.
Notably, Arizona state board rule has a section listing what is needed for a full and individual evaluation for some disabilities, autism is missing.
Next Steps
The following recommendations are offered with the goal of increasing transparency and clarity to reduce confusion and frustration for families of children with autism and other critical stakeholders. Champions for Kids stands ready to support these efforts.
The Arizona Department of Education should collaborate with experts including psychologists, speech and language pathologists, parents, advocates, and other stakeholders to:
- Develop and propose specific criteria for the evaluation of autism in state board rule.
- Evaluate and determine if statutory definition changes are recommended.
- Develop evaluation criteria along with common forms, templates, guidance, and training materials for families, schools, and districts
