The Office of Special Education Programs of the United States Department of Education (“OSEP”) issued a “Dear Colleague Letter” letter on July 6, 2015 regarding speech-language services and evaluations for children with Autism Spectrum Disorder (ASD). Continue reading
We posted a comment at the end of May noting that the new DSM-5 definitions substituting “Autism Spectrum Disorder” for a number of autism-related disorders such as Asperger Syndrome do not affect the broader definitions of disabilities under IDEA or Massachusetts special education law. We urged parents and advocates to challenge any school districts that attempt to use the DSM-5 as a basis on which to deny an IEP to a child with a disability falling under this type of impairment. Continue reading
As has been widely publicized and discussed, the American Psychiatric Association (APA) has recently issued a revised version of the Diagnostic and Statistical Manual of Mental Disorders (DSM), a book sometimes termed a “bible” for mental health professionals. The manual might better be called a dictionary, as it aims to provide a vocabulary established by general (though not unanimous) agreement among mental health professionals so that they can productively discuss how best to help people who exhibit disabling emotional and/or intellectual conditions. The diagnostic labels and the lists of elements for each that appear in the manual are the product of votes taken at general conclaves held, often decades apart, by the APA after recommendations are made by committees assigned to explore current research and experience around specified types of emotional and/or intellectual dysfunction. As its authors would be the first to admit, the DSM’s resulting diagnostic categories and constituent elements are far from perfect and, while intended as a tool to help clinicians, should be used with skepticism and with a heavy dose of direct and personal clinical judgment.