Resources - Special Education/IEP

SB 79 - Autism IEP parameters

Public Act 95-257 provides that, in the development of the individualized education program for a student who has a disability on the autism spectrum, the IEP team shall consider certain factors: (1) The verbal and nonverbal communication needs of the child; (2) The need to develop social interaction skills and proficiencies; (3) The needs resulting from the child's unusual responses to sensory experiences; (4) The needs resulting from resistance to environmental change or change in daily routines; (5) The needs resulting from engagement in repetitive activities and stereotyped movements; (6) The need for any positive behavioral interventions, strategies, and supports to address any behavioral difficulties resulting from autism spectrum disorder; (7) Other needs resulting from the child's disability that impact progress in the general curriculum, including social and emotional development. The law also clarifies that it does not create any new entitlement to a service, program, or benefit, but must not affect any entitlement to a service, program, or benefit created by any other law. Effective January 1, 2008. The bill was introduced in the Senate by Sen. Susan Garrett and led in the House by Rep. Patti Bellock. Passed both houses unanimously. To read more click here.