Navigating the process of autism evaluation can be challenging, especially if you have children in school who needs an IEP or 504 plan. In fact, many parents are surprised to discover that the medical diagnosis they paid for does not necessarily qualify their child for special education services. Why is this? Eligibility for special education services is based on an educational determination of need, and evaluations for autism in MN do not include the presence or absence of DSM-5-TR criteria used in a medical evaluation.
For educational eligibility, a special education team evaluates your child and qualifies them for services based on the Individuals with Disabilities Education Act (IDEA) . Criteria for what meets the standard for an autism diagnosis in the educational setting can vary from state to state. The education team must find that autism interferes with your child’s academic, developmental, and functional skills in order to qualify them for services. It is not uncommon for a student to qualify for a medical diagnosis of autism, but not an educational diagnosis.
So what does this mean?
It means that services and treatment are different depending on whether your child has an educational or medical diagnosis. With an educational diagnosis, you can expect an IEP plan that targets academic, developmental, and functional skills including nonverbal and verbal language and communication. Some schools have social skills groups, and most high schools have transitional planning services. Your child may even be eligible for a paraprofessional in the classroom
How useful is an IEP?
If your child is struggling academically and with their communication at school and it is interfering with their learning, an educational diagnosis can be very helpful. Your child may qualify for special education services under the Autism Category, where their educational team will come up with:
• Measurable annual goals including short-term objectives
• Special education services, related services, supplementary aids, and accommodations
Services that may be included in an Individualized Education Program (IEP) for a child with an Educational Diagnosis of Autism include:
- Speech and language: To help with articulation, receptive and expressive language, and social pragmatic language
- Occupational therapy: To help with fine motor skills and sensory differences
- Social skills: To help with social interaction and social language development
- Adaptive PE: To help with motor coordination and motor planning
- Recreational therapy: To help with developing recreational skills
- Assistive technology: To help with access to curriculum, reading, writing, and math
- Behavior intervention services: To help with implementing behavior goals and plans
Treatment options available for a medical diagnosis of autism include:
- Behavior and communication therapies. Many programs address the range of social, language and behavioral difficulties associated with autism spectrum disorder. Some programs focus on reducing problem behaviors and teaching new skills. Other programs focus on teaching children how to act in social situations or communicate better with others. Play therapy can improve social and emotional skills. Play can help children with autism learn and connect with other people, both children and adults, in a way they understand. Children can learn to express themselves, develop social skills and work through challenges. Cognitive behavioral therapy may help some children with social skills development in autism and mental health issues like depression and anxiety. There is a lot of information out there about cognitive behavioral therapy, and not all of it is positive. Within the neurodivergent community, the word ableism has been used to describe a system of discrimination against people with disabilities. The idea that cognitive behavioral therapy (CBT) is ableist stems from the ideas that assume that ‘typical’ cognitive processes are ideal, and a focus on “fixing” behaviors. The truth though, is that many people have a limited understanding of what CBT is, and that CBT focuses on empowering children and adults to modify their own negative thought patterns and behaviors without assuming a “typical” cognitive process. In fact, CBT focuses on the individual’s unique perspective and avoids a one-size fits all approach. CBT also teaches practical skills like problem-solving, relaxation techniques, and cognitive restructuring, which can be beneficial for individuals facing challenges related to disability.
- Family therapies. Parents and other family members can learn how to play and interact with their children in ways that promote social interaction skills, manage problem behaviors, and teach daily living skills and communication.
- Other therapies. Depending on your child’s needs, speech therapy to improve communication skills, occupational therapy to teach activities of daily living, and physical therapy to improve movement and balance may be beneficial. A psychologist can recommend ways to address problem behavior.
- Medications. No medication can improve the core signs of autism spectrum disorder, but specific medications can help particularly with co-occurring disorders, like depression, anxiety, or ADHD.
How do I get an educational evaluation in Minnesota?
If you are hoping to get your child on an IEP or 504 plan, you must first send a letter to the school principal requesting an evaluation. The letter should be sent receipt requested. The principal has 10 business days to respond to your request. Once an evaluation has been agreed upon, the school has 30 days to complete the evaluation. You will then meet with the special education team to find out the results and any accommodations your child is eligible for. For the best information on the IEP Process in Minnesota, visit Pacer’s Parent Guide.
What should my letter to the principal include?
Here is a sample letter:
Bob Smith
1927 Oak Street
Anytown, MN 55000
January 14, 2025
Attn: Principal Mary Brown
Anytown Elementary School
1736 Main Street Anytown, MN 55000
Regarding: John Smith
Dear Ms. Brown:
I request that the school district conduct an educational evaluation of John Smith. I would like to know if he qualifies for special education services and an Individualized Education Plan (IEP) or Section 504 accommodations. I want the evaluation to address my concerns about John’s academic, functional, and developmental skills due to his recent medical diagnoses of Autism Spectrum Disorder, Major Depressive Disorder, Generalized Anxiety Disorder, and Attention-Deficit/Hyperactivity Disorder.
My concerns are for how Affect’s disabilities affect his learning and behavior in the classroom, and his peer relationships. I would like a team meeting to discuss my concerns and make plans for an educational evaluation. I understand that I can expect to receive a written response to this letter in 10 business days.
Please contact me with any documents that I need to sign so that we can expedite the process and help John in the classroom. When the evaluation is complete, we would like to meet with the special education team to go over results and recommendations. We would also like to get copies of the evaluation report before the meeting.
Sincerely,
Bob Smith