[Congressional Record Volume 158, Number 62 (Friday, April 27, 2012)]
[Extensions of Remarks]
[Pages E687-E689]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




  THE INTRODUCTION OF THE AUTISM UNDERSTANDING AND TRAINING IN SCHOOL 
         METHODOLOGIES FOR EDUCATORS ACT (AUTISM EDUCATORS ACT)

                                 ______
                                 

                          HON. JAMES P. MORAN

                              of virginia

                    in the house of representatives

                         Friday, April 27, 2012

  Mr. MORAN. Mr. Speaker, I rise today to introduce the Autism 
Understanding and Training In School Methodologies for Educators Act 
(AUTISM Educators Act) of 2012. This legislation would create a 
demonstration program to train mainstream teachers in effective 
communications skills and in turn improve the learning experience for 
children on the autism spectrum. Autism Spectrum Disorder (ASD) is the 
fastest growing developmental disability in the United States.
  The Centers for Disease Control and Prevention (CDC) recently 
announced updated statistics on the incidence of Autism Spectrum 
Disorder in the U.S. They are staggering. One in 88 children is 
diagnosed on the autism spectrum by age 8, and boys are five times more 
likely to have an ASD. These findings are based on 2008 data and 
reflect a 78 percent increase from the 2002 data. Although we are 
better at diagnosing ASD, the increase cannot be wholly attributed to 
better and earlier diagnosis.
  We do not know the causes of ASD, but many in the field of research 
suggest environmental factors are at play.
  While scientists work on the causes of and treatments for ASD, 
children on the spectrum deserve the best possible education. Many of 
these children are placed in special classes with trained special 
education instructors, but a number of ``high functioning'' children on 
the spectrum are enrolled in mainstream classrooms.
  Unfortunately due to the rapid growth in ASD, many teachers have not 
had the opportunity to receive training in communicating with autistic 
children. Teachers want this training. And the AUTISM Educators Act 
will facilitate and implement qualified training programs in school 
settings.
  There is a large demand for this legislation. I know this because the 
issue first came to me from families in my district who desperately 
need the public education system to work better for their children's 
special needs. These committed parents know that communications skills 
are paramount in working with children on the spectrum. The AUTISM 
Educators Act establishes a demonstration grant to a local education 
agency (LEA) in partnership with a university school of education to 
develop and

[[Page E688]]

implement a program to deliver in-service training to practicing 
teachers.
  My constituents--parents, teachers, principals and school board 
members--are in agreement that this is a remedy they seek. It is a 
small investment, but it can make an enormous improvement in 
educational success for our special needs children.
  I am pleased that the cochair of the House Autism Caucus, Mike Doyle, 
is joining me as an original cosponsor of this bill.
  I have been overwhelmed with the support of my local school 
community. I include their letters of support.

                                              Arlington SEPTA,

                                     Arlington, VA, April 9, 2012.
     Hon. Jim Moran,
     Rayburn House Office Building,
     Washington, DC.
       Dear Congressman Moran: The Arlington Special Education 
     Parent Teacher Association (Arlington SEPTA) enthusiastically 
     supports your legislative initiative to establish a 
     demonstration program to train classroom teachers and school 
     staff on how to implement evidence-based practices for 
     educating students with autism spectrum disorders.
       Arlington has a highly organized community of families who 
     actively collaborate with schools to support students with 
     special needs. Two years ago, Arlington families established 
     the first Special Education PTA in Virginia. The Arlington 
     SEPTA is a county-wide Parent Teacher Association organized 
     for the specific purpose of providing information and support 
     to the families of children with special needs. Our 
     organization's mission is to enhance the educational 
     experience of children with special needs by creating a 
     collaborative network of parents, educators, and community 
     members. For example, we have developed a program to 
     competitively award mini-grants of up to $500 to classroom 
     teachers and school staff, who use the mini-grants to 
     purchase the materials needed to pilot enrichment activities 
     for students with autism spectrum disorders and other 
     disabilities.
       The National Research Council's 2001 report on Educating 
     Children with Autism concluded that teachers, 
     paraprofessionals and others educating children with autism 
     spectrum disorders ``must be familiar with theory and 
     research concerning best practices for children with autistic 
     spectrum disorders, including methods of applied behavior 
     analysis, naturalistic learning, assistive technology, 
     socialization, communication, inclusion, adaptation of the 
     environment, language interventions, assessment, and the 
     effective use of data collection systems'' (p. 225). 
     Unfortunately, few teachers, paraprofessionals and related 
     staff receive such training and the resulting knowledge gap 
     is becoming a crisis as the number of children with autism 
     spectrum disorders continues to rise. The Center for Disease 
     Control and Prevention estimates that the number of children 
     identified as having an autism spectrum disorder in the 
     United States now is roughly 1 in 88, with boys four times 
     more likely to have autism at an estimated rate of 1 in 54.
       Congressman Moran, your legislative initiative brings hope 
     to many families who are doing everything they can to support 
     their children with special needs. Not only students with 
     autism spectrum disorders, but also students with other types 
     of disabilities, will benefit from training classroom 
     teachers and school staff on how to implement evidence-based 
     practices for educating students with autism spectrum 
     disorders. Thank you for listening to the calls of this 
     unique community and dedicating time and resources to support 
     these special students.
           Sincerely,
                                                    John E. Toner,
     President.
                                  ____

                                                   March 30, 2012.
     Congressman Jim Moran,
     Rayburn House Office Building,
     Washington, DC.
       Dear Congressman Moran: On behalf of the Arlington School 
     Board, thank you for working closely with us and with 
     Arlington families to help address the educational needs of 
     the growing population of students with Autism Spectrum 
     Disorder (ASD). We truly appreciate your leadership and 
     vision.
       Students with ASD are valued members of the community and 
     many are placed in the general education classroom. These 
     students are uniquely skilled and can make important 
     contributions in the future. The Arlington School Board is 
     committed to ensuring that students on the autism spectrum 
     are provided the services they need in the classroom and in 
     related settings to reach their full potential.
       As you know, Arlington has an especially active parent 
     community that works side-by-side with Arlington Public 
     School staff. Families are key partners and advocates for 
     improving services for students with ASD. This joint 
     initiative has the potential of enabling Arlington to become 
     a model for the country and also of making a great difference 
     to help students on the autism spectrum succeed in their 
     education.
       We thank you for listening to the calls from local families 
     and community leaders, which has culminated in the 
     legislation that you are now introducing. Providing federal 
     grants to fund training for classroom teachers and others who 
     work with students with ASD will help ensure that students 
     are receiving the support they need to be successful.
       Thank you for your continued commitment to students with 
     ASD and their families. Please let us know what we can do to 
     help you in achieving passage of this important legislation.
           Sincerely,
     Abby Raphael.
                                  ____

                                       Arlington Special Education


                                           Advisory Committee,

                                     Arlington, VA, April 5, 2012.
     Hon. Jim Moran,
     Rayburn House Office Building,
     Washington, DC.
       Dear Congressman Moran: Thank you for attending a recent 
     meeting of the Arlington Special Education Advisory Committee 
     (ASEAC) and presenting your legislative proposal to help 
     improve educational outcomes for students with Autism 
     Spectrum Disorders (ASD). The ASEAC is a parent-led advisory 
     committee mandated by the Virginia Department of Education to 
     advise the school board regarding the unmet needs of students 
     with disabilities and to assist in developing plans and 
     solutions. The ASEAC fully supports your legislative 
     initiative, which could make an enormous difference for a 
     growing population of students with ASD.
       Congressman Moran, your legislation comes at a critical 
     time. Recently the Centers for Disease Control and Prevention 
     (CDC), reported a continued rise in the numbers of students 
     with ASD. The CDC report estimates the national incidence of 
     ASD to now be 1 in 88 children, an increase of 23% since the 
     previous report in 2009. In Arlington County over the same 
     reporting period, the growth rates are even higher--with an 
     increase of 35%. To accommodate the surge in the population 
     of students with ASD, Arlington Public Schools (APS) has 
     expanded autism services programs over the past two years. 
     However, it is clear to everyone that the need is greater 
     than current capacity.
       As you know, the Individuals with Disabilities Act (IDEA), 
     stipulates that all students should receive free, appropriate 
     public education (FAPE) in the least restrictive environment. 
     For many students with ASD this means being educated in the 
     general education classroom with proper support. Teachers and 
     paraprofessionals are critical resources for providing the 
     structured, predictable, organized environment that all 
     children need to learn and which is even more important for 
     those with ASD.
       Having more informed and well-trained teachers and 
     paraprofessionals in general education settings will 
     undoubtedly improve academic and behavioral outcomes for 
     students with ASD. The role of paraprofessionals is 
     especially noteworthy as they frequently are assigned to 
     implement the strategies for educating students with ASD and 
     often are the educators who accompany and provide the most 
     direct support to students with ASD. Your legislation can 
     make a crucial difference in the ability to provide training 
     in evidence-based practices for instructing students with 
     ASD, giving educators the specific skills needed to work 
     effectively.
       We appreciate that your legislation also recognizes the 
     importance of family involvement in the successful education 
     of children with ASD. A close collaboration between educators 
     and families is the right recipe for achieving the best 
     outcomes for students with ASD. This is made clear in the 
     Virginia Department of Education Office of Special Education 
     and Student Services 2010 report on Guidelines for Educating 
     Students with Autism Spectrum Disorders, which states, that 
     ``Family members can be the most stable, influential and 
     valuable people in a student's environment . . . The 
     pervasive nature of ASD and difficulties generalizing from 
     school to home and community environments make parents 
     essential partners in the education of students with ASD.'' 
     The ASEAC supports this approach whole-heartedly.
       Congressman Moran, thank you for the many years you have 
     worked in support of children with special needs and thank 
     you now for specifically championing the needs of the growing 
     population of students with Autism Spectrum Disorders.
           Sincerely,
     J. Terrig Thomas,
       Autism Subcommittee.
     M. Alexandra Arriaga,
       Autism Subcommittee, ASEAC Co-Chair.
     Alisa Cowen,
       ASEAC Chair.
     Nadine Asef-Sargent,
       ASEAC Secretary.
                                  ____



                                     Arlington Public Schools,

                                    Arlington, VA, April 24, 2012.
     Hon. James P. Moran,
     House of Representatives, Rayburn House Office Building, 
         Washington, DC.
       Dear Representative Moran: On behalf of Arlington Public 
     Schools (APS), thank you for the opportunity to collaborate 
     with you and your office to better meet the needs of students 
     with Autism. APS remains committed to providing a challenging 
     and engaging educational program to all students regardless 
     of disability or learning difference. Though we have made 
     great strides in providing high quality services to students 
     with disabilities, as the number of students with ASD 
     continues to grow, we welcome and embrace efforts to better 
     meet their educational needs.

[[Page E689]]

       APS has experienced exponential growth in the number of 
     students with Autism in recent years. Between December 2007 
     and December 2011, the number of students with Autism 
     receiving special education services in APS increased by 70 
     percent, bringing over 100 new students into our schools and 
     classrooms. A report released by the Centers for Disease 
     Control (CDC) on March 30, 2012, echoed those increases 
     estimating that one in 88 children in the United States had 
     been diagnosed with Autism in 2008, up from one in 150 
     children in 2000. As we continue to encounter these and other 
     national and local trends, APS continues to work diligently 
     to plan for increased student needs at all grade levels.
       While budget constraints have made this work difficult, 
     school divisions must continue to strengthen their efforts to 
     provide educators with the training, tools, and other 
     resources necessary to implement research-based instructional 
     practices that effectively challenge and engage students with 
     Autism regardless of classroom setting. APS currently 
     forecasts a substantial increase in student needs in the 
     upper grades, particularly related to providing support to 
     students with Autism in the general education setting and to 
     providing high quality post-secondary transition services. 
     While many educational programs to serve students with Autism 
     already exist, current educational investments focus heavily 
     on early intervention and require expansion. Thus the 
     prospect of a grant for a demonstration project in Arlington 
     is extremely welcomed.
       The demonstration project you propose would allow APS to 
     collaborate and partner with families, institutions of higher 
     learning, and educational experts to take the next critical 
     steps to meeting our goal of challenging and engaging all 
     students. On behalf of APS, the Arlington School Board, and 
     the Arlington Community, we thank you for your dedication to 
     meeting the needs of diverse learners. Your leadership and 
     support for this critical initiative is commendable and we 
     are proud and honored to be a partner with you in serving the 
     community.
           Sincerely,
                                          Patrick K. Murphy, Ed.D.
     Superintendent.

                          ____________________