[Congressional Bills 110th Congress]
[From the U.S. Government Publishing Office]
[H.R. 2609 Introduced in House (IH)]







110th CONGRESS
  1st Session
                                H. R. 2609

     To require the establishment of a task force to identify and 
 disseminate evidence-based educational strategies and promising best 
   practices to improve the quality of learning for individuals with 
                         autism in grades K-12.


_______________________________________________________________________


                    IN THE HOUSE OF REPRESENTATIVES

                              June 7, 2007

 Mr. Yarmuth introduced the following bill; which was referred to the 
                    Committee on Education and Labor

_______________________________________________________________________

                                 A BILL


 
     To require the establishment of a task force to identify and 
 disseminate evidence-based educational strategies and promising best 
   practices to improve the quality of learning for individuals with 
                         autism in grades K-12.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Empowering Children with Autism 
through Education Act of 2007''.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) Autism is widely recognized as an urgent national 
        healthcare crisis. According to the Centers for Disease Control 
        and Prevention, the prevalence rate of autism is 0.75 percent, 
        or one in every 150 children born today.
            (2) Based on statistics from the Department of Education 
        and other governmental agencies, autism is growing at the rate 
        of ten to 17 percent per year. At this rate, the estimates of 
        the prevalence of autism could reach 4,000,000 Americans in the 
        next decade.
            (3) While no known cure for autism exists, the general 
        agreement is that early diagnosis followed by appropriate 
        intervention can improve outcomes for later years for most 
        children with autism.
            (4) The National Council on Disability reported that 
        students with autism should be provided with the opportunities 
        and encouragement necessary to achieve the same general 
        outcomes that are viewed as essential for all students. 
        However, the special characteristics of students with autism 
        indicate certain outcomes that require increased emphasis. In 
        particular, educational programs for these individuals should 
        include as objectives the development of social competence and 
        independence in the performance of life skills.
            (5) The limited access to successful evidence-based 
        services for children with autism is a major impediment to the 
        implementation of quality services in public schools. Without 
        these programs, successful interventions are not provided as 
        part of a child's Individualized Education Program (IEP). As a 
        result, individuals and families who wish to access services 
        are often only able to do so through incurring significant non-
        reimbursable costs.
            (6) The Individuals with Disabilities Education Act (IDEA) 
        guarantees a continuum of education and service options in the 
        least restrictive environment for students with disabilities. 
        However, meeting these requirements is challenging because many 
        regular educators do not have education or practical experience 
        with instruction of children with autism, and even experienced 
        special education teachers may need additional preparation to 
        work effectively with students who have autism.

SEC. 3. DEFINITIONS.

    In this Act:
            (1) Autism.--The term ``autism'' means an autism spectrum 
        disorder or a related developmental disability that is the 
        result of a neurological disorder affecting the normal 
        functioning of the brain and impacting development in the areas 
        of social interaction and communication skills.
            (2) Cost-effectiveness.--The term ``cost-effectiveness'' 
        describes an alternative that effectively balances costs and 
        benefits delivering maximum benefits for the investment costs.
            (3) Evidence-based.--The term ``evidence-based'' means 
        research that applies rigorous, systematic, and objective 
        procedures to obtain valid knowledge relevant to autism 
        instruction, and includes research that employs experimental, 
        quasi-experimental, and qualitative research methods involving 
        rigorous data analyses that are adequate to test the stated 
        hypotheses and justify the general conclusions drawn.
            (4) Intervention.--The term ``intervention'' means the 
        application of a structured, individualized approach to skill-
        development for children with autism.
            (5) Learning models.--The term ``learning models'' means 
        any complimentary learning techniques designed to improve 
        classroom learning for students with autism, incorporating 
        curricula, courses, lessons, books, and workbooks.
            (6) Professional development needs.--The term 
        ``professional development needs'' means job-embedded, ongoing 
        professional development that helps teachers, administrators, 
        and school leaders identify the potential indicators of autism, 
        and implement proven strategies to improve the quality of 
        learning for individuals with autism.
            (7) Promising best practices.--The term ``promising best 
        practices'' means any technique, method, process, activity, 
        incentive, or reward with demonstrated success in the learning 
        environment.
            (8) Services.--The term ``services'' means any 
        complementary interventions or therapies done on an individual 
        basis or integrated into an educational program, in an effort 
        to help increase communication skills, develop social 
        interaction, promote pro-social behavior, increase academic 
        achievement, and provide a sense of accomplishment.
            (9) State.--The term ``State'' means any of the 50 States, 
        the District of Columbia, and Puerto Rico.
            (10) Task force.--The term ``Task Force'' means the 
        Empowering Children with Autism through Education Task Force 
        established by the Secretary of Education under section 4(a).

SEC. 4. ESTABLISHMENT OF TASK FORCE.

    (a) Establishment.--Not later than 90 days after the date of the 
enactment of this Act, the Secretary of Education shall establish a 
task force to be known as the Empowering Children with Autism through 
Education Task Force.
    (b) Purpose.--The purpose of the Task Force is to identify and 
disseminate evidence-based educational strategies and promising best 
practices to improve the quality of learning for individuals with 
autism in grades K-12, including the following:
            (1) Learning models, interventions, and services that 
        demonstrate improvements in reading, writing, and math 
        proficiency for individuals with autism.
            (2) The cost-effectiveness of these learning models, 
        interventions, and services, and their applicability for local 
        education agencies.
            (3) Professional development needs of educators who serve 
        individuals with autism.
            (4) Methods for incorporating State-, local- and community-
        based programs and services into the classroom to provide 
        comprehensive support for individuals with autism.
            (5) Identification of barriers to successful implementation 
        of programs and services related to the education of and 
        provision of services to children with autism and 
        recommendations to address those barriers.
            (6) Dissemination of findings to Congress, all relevant 
        agencies, and States and United States territories to improve 
        the quality of learning for individuals with autism.

SEC. 5. MEMBERSHIP OF TASK FORCE.

    (a) Composition.--The Task Force shall be composed of not fewer 
than 20 members who meet quarterly, of whom--
            (1) four shall be appointed by the Secretary of Education;
            (2) four shall be appointed by the Secretary of Education 
        from among persons recommended by the National Institutes of 
        Health;
            (3) four shall be appointed by the Secretary of Education 
        from among persons recommended by the National Council on 
        Disability;
            (4) four shall be appointed by the Secretary of Education 
        from among persons recommended by organizations that advocate 
        for individuals with autism and their families; and
            (5) four shall be appointed by the Secretary of Education 
        from among persons recommended by State education agencies to 
        represent school districts.
    (b) Expertise.--The Secretary shall ensure that the Task Force 
includes at minimum--
            (1) special education professionals with expertise in 
        autism, general education teachers, and teachers with 
        experience developing and implementing classroom learning 
        models for students with autism;
            (2) healthcare providers with expertise in treating 
        children with autism, including at least one speech language 
        pathologist;
            (3) individuals with autism, families affected by autism, 
        and members of organizations that advocate for individuals with 
        autism and their families, whose representation on the Task 
        Force shall not be less than one-fourth of all members; and
            (4) health or education economists or other individuals 
        with expertise in cost-benefit analysis and health or education 
        policy.

SEC. 6. REPORTING REQUIREMENTS.

    (a) Submission.--
            (1) In general.--Not later than 27 months after the date of 
        the enactment of this Act, the Task Force shall submit to 
        Congress, the Secretary of Education, and the National 
        Institutes of Health a report detailing its findings under 
        section 4(b).
            (2) Guidance to states.--Not later than 27 months after the 
        date of the enactment of this Act, the Secretary of Education, 
        in conjunction with the heads of relevant agencies, shall 
        disseminate to the relevant departments of each State and of 
        United States Virgin Islands, Guam, American Samoa, and the 
        Commonwealth of the Northern Mariana Islands the report of the 
        Task Force under paragraph (1) with the purpose of providing 
        practical guidance to improve the quality of learning for 
        individuals with autism in grades K-12.
    (b) Contents of Report.--The report submitted by the Task Force 
under subsection (a)(1) shall include--
            (1) measures taken to identify evidence-based learning 
        models, interventions and services, and promising best 
        practices, for improving the quality of learning for 
        individuals with autism in grades K-12, including steps taken 
        to ensure the participation of individuals with autism, their 
        families, and their advocates;
            (2) recommendations of learning models, interventions, 
        services, and promising best practices most applicable, cost-
        effective, and likely to raise proficiency in reading, writing, 
        and math for individuals with autism in grades K-12;
            (3) assessment of existing professional development 
        programs for educators who work with students with autism, and 
        recommendations for expanding professional development programs 
        to meet the growing need for qualified educators specializing 
        in classroom instruction for individuals with autism in grades 
        K-12, including--
                    (A) institutional limitations;
                    (B) considerations of existing continuing education 
                or professional development requirements;
                    (C) considerations of costs to educators associated 
                with professional development; and
                    (D) quantitative analysis of resources needed for 
                the establishment of State autism plans, provisions for 
                professional development, and the integration of 
                community services; and
            (4) overview of the States' and local school districts' 
        capacity to overcome barriers to successful development, 
        enhancement and implementation of programs and services for 
        improving the quality of education for individuals with autism 
        in grades K-12, including--
                    (A) school-, district-, and State-wide 
                institutional limitations;
                    (B) categorical comparisons between regions, urban 
                and rural areas, socio-economic groups, and ethnic 
                groups; and
                    (C) quantitative analysis of resources needed for 
                the establishment of district-wide autism plans, the 
                purchase of new learning materials, increased 
                performance on State assessments, improved graduation 
                rates, and the implementation of learning models, 
                interventions, services, and promising best practices 
                most likely to raise proficiency in reading, writing, 
                and math for individuals with autism in grades K-12.
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