With the passage of the Individuals with Disabilities Education Act of 1975, the U.S. accepted responsibility for educating children who face special challenges, such as autism. This report represents the first effort to combine the scientific, theoretical, and policy literature of the past 25 years, and to create a framework for evaluating the scientific evidence concerning the effects and features of educational interventions for young children with autism. The text outlines an interdisciplinary approach to education for children with autism, explores what makes education effective for the child, and identifies specific characteristics of effective programs. For parents, administrators, advocates, researchers and policy makers.
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