HR 2609 IHCommentsClose CommentsPermalink

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.CommentsClose CommentsPermalink

June 7, 2007

Mr. YARMUTH introduced the following bill; which was referred to the Committee on Education and LaborCommentsClose CommentsPermalink

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.CommentsClose CommentsPermalink

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

SECTION 1. SHORT TITLE.

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

SEC. 2. FINDINGS.

Congress finds the following:CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink

SEC. 3. DEFINITIONS.

In this Act:CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(2) COST-EFFECTIVENESS- The term `cost-effectiveness' describes an alternative that effectively balances costs and benefits delivering maximum benefits for the investment costs.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(4) INTERVENTION- The term `intervention' means the application of a structured, individualized approach to skill-development for children with autism.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(9) STATE- The term `State' means any of the 50 States, the District of Columbia, and Puerto Rico.CommentsClose CommentsPermalink





(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).CommentsClose CommentsPermalink

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.CommentsClose CommentsPermalink





(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:CommentsClose CommentsPermalink





(1) Learning models, interventions, and services that demonstrate improvements in reading, writing, and math proficiency for individuals with autism.CommentsClose CommentsPermalink





(2) The cost-effectiveness of these learning models, interventions, and services, and their applicability for local education agencies.CommentsClose CommentsPermalink





(3) Professional development needs of educators who serve individuals with autism.CommentsClose CommentsPermalink





(4) Methods for incorporating State-, local- and community-based programs and services into the classroom to provide comprehensive support for individuals with autism.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink

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--CommentsClose CommentsPermalink





(1) four shall be appointed by the Secretary of Education;CommentsClose CommentsPermalink





(2) four shall be appointed by the Secretary of Education from among persons recommended by the National Institutes of Health;CommentsClose CommentsPermalink





(3) four shall be appointed by the Secretary of Education from among persons recommended by the National Council on Disability;CommentsClose CommentsPermalink





(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; andCommentsClose CommentsPermalink





(5) four shall be appointed by the Secretary of Education from among persons recommended by State education agencies to represent school districts.CommentsClose CommentsPermalink





(b) Expertise- The Secretary shall ensure that the Task Force includes at minimum--CommentsClose CommentsPermalink





(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;CommentsClose CommentsPermalink





(2) healthcare providers with expertise in treating children with autism, including at least one speech language pathologist;CommentsClose CommentsPermalink





(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; andCommentsClose CommentsPermalink





(4) health or education economists or other individuals with expertise in cost-benefit analysis and health or education policy.CommentsClose CommentsPermalink

SEC. 6. REPORTING REQUIREMENTS.

(a) Submission-CommentsClose CommentsPermalink





(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).CommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink





(b) Contents of Report- The report submitted by the Task Force under subsection (a)(1) shall include--CommentsClose CommentsPermalink





(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;CommentsClose CommentsPermalink





(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;CommentsClose CommentsPermalink





(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--CommentsClose CommentsPermalink





(A) institutional limitations;CommentsClose CommentsPermalink





(B) considerations of existing continuing education or professional development requirements;CommentsClose CommentsPermalink





(C) considerations of costs to educators associated with professional development; andCommentsClose CommentsPermalink





(D) quantitative analysis of resources needed for the establishment of State autism plans, provisions for professional development, and the integration of community services; andCommentsClose CommentsPermalink





(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--CommentsClose CommentsPermalink





(A) school-, district-, and State-wide institutional limitations;CommentsClose CommentsPermalink





(B) categorical comparisons between regions, urban and rural areas, socio-economic groups, and ethnic groups; andCommentsClose CommentsPermalink





(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.CommentsClose CommentsPermalink