Increasing Prevalence of Autism

Abstract

O n March 30, 2012, the Centers for Disease Control and Prevention (CDC) released a report estimating that autism spectrum disorder now affects 1 out of 88 children in the United States. The report, resulting from a study that looked at 8-year-old children, represents a drastic increase since 2006. At that time, the incidence was thought to be 1 in 110 children. In 2002, this number was a mere 1 in 150 (CDC, 2012). In Massachusetts, the 2009-2010 Essential School Health Services (ESHS) Program Data Report revealed that 6,617 students with autism were reported from ESHS districts, at a rate of 10.6 per 1,000 enrolled students (Massachusetts Department of Public Health, 2011, Table 20). While it is true that some of these numbers may be attributed to increased screening and diagnosis of the disorder, the reality is that these children have significant special needs that challenge virtually every school system in the United States. Each student presents differently, yet many have health concerns, communication difficulties, and/or sensory processing issues (Minchella & Preti, 2011). While there are multitudes of studies and articles that address the implications for educational