Under current federal law, and as clarified in several court cases and policy explanations, services for the extended school year (ESY) for children with disabilities (either because they have an IEP or 504 plan) can be provided in some contexts. Historically, the potential for the child to regress (anticipated regression) has been regarded as one of the most relevant of these; even here, however, multiple factors should be taken into account. This regression would typically be defined by a loss of knowledge or skills that reflects an interruption of educational programming, placing the gains the child has made at risk. The factors considered by the IEP team have to do with maintenance of skills as well as the nature and severity of the disability.
References and Reading
- Mandlawitz, M. R. (2005). Educating children with autism: Current legal issues. In F. R. Volkmar, A. Klin, R. Paul, & D. J. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (Vol. 2, 3rd ed., pp. 1161–1173). Hoboken: Wiley.Google Scholar
- Volkmar, F., & Wiesner, L. (2009). A practical guide to autism. Hoboken: Wiley.Google Scholar