Autism Spectrum Disorders (ASD) “is a complex neurological disorder that typically appears in the first three years of life. Though every case is unique, ASD typically impacts the ability of a person to socially interact with others, and can (though not always) bring with it a variety of learning difficulties” (Washington Autism Alliance & Advocacy). Signs to look for include:

• No big smiles or other warm, joyful expressions by six months or thereafter
• No back-and-forth sharing of sounds, smiles or other facial expressions by nine months
• No babbling by 12 months
• No back-and-forth gestures such as pointing, showing, reaching or waving by 12 months
• No words by 16 months. No meaningful, two-word phrases (not including imitating or repeating) by 24 months. Any loss of speech, babbling or social skills at any age - See more at: http://www.washingtonautismadvocacy.org/updates/what-is-autism/?gclid=COOs2rG3-soCFclkhgodgtkOwg#sthash.wmVAAeHK.dpuf

If you are a parent or a grandparent of a child with autism, you have many challenges to address at home and in school. Here, we will focus on what you can do to address school-based challenges.
Even if your child has been identified as having some form of Autism (e.g. Asperger’s Syndrome) by a physician, clinical psychologist or neuropsychologist prior to the age of three, in order to enable your child to have school related special education services, you will need to work with school personnel so that a school-based evaluation team reviews the reports that you have obtained, conducts school-based evaluations and determines that your child is eligible to qualify for special education services.
Normally, if the medical records and evaluations document your child’s autism, the child will be able to participate in special education services to address his or her needs. Such services may include speech and/or language therapy, educational support and, in some cases, occupational therapy to address fine-motor skills (writing, coloring, etc.) and sensory issues.
Under federal and state regulations on Special Education, you may refer your child for consideration of special education services. You can participate in a team meeting to discuss your child’s strengths and challenges. The school-based team can accept your evaluation reports and agree to provide special services or propose that additional school-based evaluations are needed, even before your child reaches his/her third birthday.
In order for your child to qualify as a student with disabilities under federal regulations on special education under ASD, your child’s Autism must meet these criteria:

• Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
• Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.
• A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied (Individual with Disabilities Education Improvement Act, 2004, Section 300.8, Child with a Disability)

The crux of the issue is that your child’s Autism is having a negative impact on his/her ability to learn academically or socially in the areas noted above.
So, if your child qualifies, your local public school is required to provide special education services to meet your child’s unique needs. Parents and school personnel meet to discuss and determine where your child is currently performing academically, socially and behaviorally, what goals your child should accomplish during the next year, how to evaluate progress, what types of services your child needs and where the services should be provided. In some cases, services can be provided within a general education classroom within a public school. Sometimes, the child may require special services in a special education classroom. In other instances, the child may require services to be provided within a private school setting. An individualized educational program (IEP) is the document that is required to address your child’s unique needs. Such services may be provided under the auspices of your local public school from the ages of three to twenty-one years of age.
The hope is that your child’s needs can be addressed through an IEP collaboratively developed by parents and school personnel. Sometimes, a parent may believe that the local school department is not addressing their child’s needs. If the parent and the school department achieve resolution to issues that may arise, an appropriate IEP can be developed, implemented and evaluated. If such a positive resolution cannot be achieve, parents may initiate other procedures to seek resolution. Additional options that parents may implement, if necessary, can be found on PART 2 of this article on www.creationsmagazine.com (Aug-Sept Issue).

Dr. Steve C. Imber is a nationally recognized professor of special education, advocate for students with disabilities, and a consultant to parents, school personnel and attorneys who address the needs of students with disabilities such as Autism, ADHD, Emotional and Behavioral challenges, Learning Disabilities and Intellectual Disabilities. His provides services nationally with special focus in New England and the Mid-Atlantic states including New York. Phone: 401-421-4004 or 516-273-1961. Email scimber1@aol.com,  www.dr-imber.com