What is an Educational Diagnosis of Autism?
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Understanding what is meant by the term educational diagnosis is really important. An educational diagnosis of autism should be called an educational determination that a child meets the requirements to fall under the exceptionality of autism; but for the sake of this argument, I will use the term educational diagnosis and discuss how it should and should not be used when determining whether or not a child is eligible for special education services.
First and foremost, an educational diagnosis should only be used when the eligibility determination team (EDT) is trying to make an educational determination as to whether a child falls under the exceptionality/disability of autism according to IDEA (Individuals with Disabilities Education Act). An educational diagnosis should not be used to determine whether or not a child needs specialized education services.
If the EDT, using the term educational diagnosis of autism, determines that the child falls under the exceptionality of autism, then that child only meets the first of two criteria required to receive special education services under IDEA. See below.
There are two criteria that must be met for a child with autism to receive special education services.
He/she must qualify under the exceptionality/disability of autism as defined by IDEA.
The EDT (which must include the parents) has to agree that the child needs specialized instruction to access her/his educational environment.
It is only when a child meets both these criteria that she/he is then eligible to receive special education services.
Often, in New Mexico, an educational diagnosis is used as the only criteria to determine whether or not a child is eligible to receive special education services. Under this misunderstanding, a child with an educational diagnosis of autism is found to be eligible for special education services and a child who does not have an educational diagnosis is found to be ineligible to receive special educational services. When access to special education is determined in this way it is not following the law as defined in IDEA.
The correct use of an educational diagnosis is only to make an educational determine as to whether a child falls under the exceptionality/disability of autism as defined by IDEA. If the answer is yes, the child falls under the exceptionality/disability of autism, then the EDT team must then decide if the exceptionality/disability of autism is affecting the child's ability to fully access her/his educational environment to the extent that specialized instruction is needed. If the answer is yes, autism is affecting the child's ability to fully access her/his educational environment to the extent that specialized instruction, then (and only then) does the child qualify for special education services.
To sum up, an educational diagnosis can only be used to decide whether or not a child falls under the exceptionality/disability of autism according to IDEA. An educational diagnosis of autism does not infer or determine whether or not a child needs specialized instruction to access her/his educational environment. The EDT must address the question as to whether or not the exceptionality/disability of autism as defined by IDEA is affecting a child’s ability to access his/her educational environment to the extend that specialized instruction is needed separately.