Medical Diagnosis Vs. Educational Diagnosis of Autism Research Paper

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Autism

The differences between a medical diagnosis of Autism and an educational diagnosis of Autism often have implications for the individualized educational prospects of an autistic student in public schools. Often even when a child has a medical diagnosis of autism parents still go through the diagnostic process of the school to determine what, if any, educational adjustments can or should be made. Diagnosis is made more difficult by the fact Autistic symptoms vary widely in individuals and often tend to manifest themselves in many different combinations (Lenne, 2001, P. 71). Autistic impairment includes social, communicative, and behavioral development challenges. An autistic child may have trouble with nonverbal language, poor eye contact, and difficult making and retaining friends (Lenne, 2001, P. 71). In terms of communication, there may be delays in speaking difficulty using or imitating language and incorrect use of words (Lenne, 2001, P. 71). Repeated body movements and trouble adjusting changes in the environment are among the behavioral components of autistic symptoms (Lenne, 2001, P.

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71). Added to the multidimensional nature of the disorder is that the symptoms can manifest themselves in so many combinations and often mimic other disorders which make autism very difficult to diagnose. This is why diagnosis must occur in several stages and in different locations. Including parental observations, educator observations, and medical provider examinations.

In 2000, a set of guidelines were formulated by the American Academy of Neurology. (Blackwell, 2001). The panel's guidelines are widely recommended and urge providers to carryout diagnosis in several stages. In the very first stage of investigation clinical practioners are urged to screen for any children who may display behavior or characteristics which may place the child at risk for any developmental delays (Blackwell, 2001). The second investigative….....

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