Skip to main content

Education

Education

MN Department of Education offers information and resources for children with autism spectrum disorder (ASD). The Minnesota Educational Resource Guide (PDF) provides contact information for support networks across the state.

 

Education determination vs. Medical diagnosis

Some children with autism spectrum disorder (ASD) may qualify to be served under the special education criteria of ASD. Meeting the educational criteria for services, or having an educational determination of ASD, is different from a medical diagnosis.

Parents and caregivers have options when it comes to treatment and supports for children with ASD. Supports and services will vary depending on the child’s needs and availability. The Overview of Medical Identification and Educational Determination of ASD provides information about the similarities and differences between the medical and educational pathways to services and supports for ASD.

Early years (Birth to 5)

Help Me Grow provides resources for families to learn more about developmental milestones and identify any concerns.

  • Visit the Help Me Grow website or call 1-866-693-GROW (4769) to make a referral for a confidential screening or evaluation at no cost to you.
  • Educational services are free to all who qualify and do not require a medical diagnosis.
  • Services typically start within 30–45 business days of evaluation.
  • For children birth to three, an Individual Family Service Plan (IFSP) will be created. Services are provided in the natural environment, such as the home or child care setting. Early interventions include, but are not limited to, assistive technology, hearing and vision testing, occupational, physical or speech therapy.
  • For children three to five, Early Childhood Special Education (ECSE) services are provided at no cost. For eligible children, an Individualized Education Plan (IEP) will be created. Services are provided within a preschool or community setting. Program options may vary by school district.
School age / adolescent (5 - 18)

Minnesota special education services are provided in ALL public schools to children who qualify. Services will vary depending on the child’s unique/or specific needs and will be outlined in their individualized education plan (IEP). An evaluation is the first step to receiving Special Education Services. For further information contact the Special Education Division by emailing mde.special-ed@state.mn.us or calling 651-582-8616.

Private schools

There are a wide range of non-public schools in Minnesota. For more information, see the Department of Education Office of Non-Public Education.

Franklin Academy is a private school delivering K-12 education through personalized accommodations for neurodiverse students. From their low student-to-staff ratio and after-school programs to onsite therapy and in-class behavior therapists, Franklin Academy provides the full range of academic, social, emotional, and behavioral supports to help students succeed — in the classroom and the community.

Charter schools

In Minnesota, charter schools do not have tuition. Charter schools provide students and families with alternatives to traditional public schools. Charter schools must welcome and be open to all students. Charter schools are operated and governed by licensed teachers, parents and community members.

Lionsgate Academy is a public charter school open to students of all abilities in grades 7 through 12, and also offers a transition program for students ages 18-21. Lionsgate’s program is inclusively designed to address the unique learning needs of students living on the autism spectrum as well as students with other learning differences.

Homeschooling

Minnesota families also have the option to homeschool their children. Minnesota Department of Education provides information and resources for families who are considering or choosing to homeschool. Students who are homeschooled or attend private schools may also be eligible for special education services from their resident districts.

Online learning

MDE also offers information on online learning providers.

Transition Planning and post-secondary Education

The Next Stage: Pathway to Transition and Long-Term Services and Supports for ASD, DHS-6751K, (PDF) outlines resources available to young adults and adults as they transition into independent living and the work world.

Minnesota Disability Law Center created a Special Education Transition Planning Fact Sheet (PDF).

Post-secondary training can be a four-year college, a community college, a technical school, an internship or other learning opportunity that allow young adults to gain knowledge and skills that will help them transition. Students are encouraged to explore these and other resources with a vocational rehabilitation counselor, school guidance counselor and others. Visit MN Autism Resource Portal: Intervention and Services – Transition and employment for more information.

Post-secondary program options

Post-secondary education can be a:

  • Four-year college
  • Technical schools
  • Community college
  • Other learning opportunity

Accommodations are available for college placement tests Colleges and technical schools can make accommodations and provide supports through Section 504. When touring schools, connect with the disability services departments to discuss accommodations.

Minnesota Independence College and Community: a nonprofit vocational and life skills training program for young adults with learning differences and autism spectrum disorders.

Bethel University’s Build Program: provides a supportive and comprehensive educational experience for individuals with intellectual disabilities.

Central Lakes College Occupational Skills Program: a post-secondary educational program for students with disabilities

Ridgewater College Occupational Skills Program: helping students with documented intellectual disabilities transition to entry-level employment.

Job Corps is the largest free residential education and job training program for young adults ages 16-24. Job Corps’ mission is to teach eligible young people the skills they need to become employable and independent and place them in meaningful jobs or further education.

At Job Corps, students have access to room and board while they learn skills in specific training areas for up to three years. In addition to helping students complete their education, obtain career technical skills and gain employment, Job Corps also provides transitional support services, such as help finding employment, housing, childcare, and transportation. Job Corps graduates either enter the workforce or an apprenticeship, go on to higher education, or join the military.

Educational Supports

Individualized education plan (IEP)

The Individualized Education Plan (IEP) outlines the unique needs of the student and the specialized goals, objectives and related services that will help the student make progress on academic skills in school. The person, parents and caregivers are a critical partner in every phase of identifying a student for special education and in establishing the IEP.

PACER has a guide (PDF) that will help you better understand the IEP process and emphasizes how important your participation is in developing your child’s IEP. You are a required member of your child’s IEP team, and your ideas must always be considered in any decisions the IEP team makes.

Person-centered practices

Person-centered practices are a continuum of strategies and activities that support the informed choice of students and families to make or have input into both major transitions and everyday life decisions. Person-centered practices focus on the interests and needs of the person receiving instruction or support. They emphasize each person’s strengths and dreams rather than weaknesses or deficits.

These are documents available for those who want to implement person-centered practices on their own in IEPs and everyday practices.

  • How to Add Person-Centered Features in IEPs (PDF): This document provides recommendations of good practices that are not required, but can be helpful to increase student and family engagement in the IEP planning process. Use this document to add person-centered features that may support students to:
    • Have more control over their lives.
    • Make more of their own choices.
    • Contribute to their school and community in a way that makes sense to them.
  • One-Page Description (PDF): This document provides an overview about one-page descriptions that can be developed as a positive way to share key information about what is important to a person, what people like about a person, and how to best support a person across different settings like school, home and the community. For more information or answers to questions about the material on this page, email MDE’s person-centered practices team or call 651-582-8590.

Positive behavior intervention supports (PBIS)

The Minnesota Department of Education’s Positive Behavioral Interventions and Supports (PBIS) provides districts and individual schools throughout Minnesota with training, coaching, technical support and evaluation to improve student behavior generally, with special emphasis on students with challenging social behaviors. PBIS school teams establish clearly defined outcomes that relate to students’ academic and social behavior, systems that support staff efforts, practices that support student success, and data to guide decision-making.

MN PBIS has a guide to help schools begin their PBIS journey as well as additional resources for school teams. The Center for PBIS has materials and resources for teams. The purpose of the Center for PBIS is to improve the capacity of state educational agencies (SEAs), local educational agencies (LEAs), and schools to establish, scale-up, and sustain the PBIS framework.

Education Advocacy and Legal Supports

When parents and schools cannot agree on how to best meet a child’s needs, procedural safeguards become important. You should be informed by reviewing your rights as every school is required to provide you with these rights yearly and have you initial indicating you received them. Formal complaints are part of parental protections. To file a formal complaint about educational services you can email the Minnesota Department of Education, Division of Compliance and Assistance or send a fax to 651-582-8725

The Minnesota Department of Education has a section primarily for teachers and school administrators with legal/technical information on Individualized Education Programs (IEP), Evaluations and Eligibility.

Visit the MN Department of Education website for information on Conflicts in Special Education, Parental Rights, Physical Holds and Restraints and other information for student with disabilities.

Contact the MDE Compliance and Assistance Team at mde.compliance-assistance@state.mn.us or 651-582-8689. Team members who are familiar with special education compliance and parental rights are available during regular business hours.

Additional resources and contact information for educational advocacy and legal services include:

Visit MN Autism Resource Portal: Supports – Advocacy and MN Autism Resource Portal: Supports - Legal for more information and resources.

Expulsions and suspensions

Education is a very important right for every student. The Minnesota Department of Education has a variety of Parent resources to help families understand the rules and regulations around student discipline including suspension, expulsion, and data reporting. Many resources are available in different languages. When a student is expelled or excluded from school, the result is a serious loss for the student, the family, and society. The Pupil Fair Dismissal Act (PFDA) is the state law that governs student discipline.

Legal authority for special education services

The Individuals with Disabilities Education Act (IDEA) is a four-part (A-D) piece of American legislation that ensures students with a disability are provided with Free Appropriate Public Education (FAPE) that is tailored to their individual needs. IDEA requires that each public school provide services to eligible special education students in the least restrictive environment (LRE) and in accordance with each student’s individualized education program (IEP).

The U.S. Department of Education’s Individuals with Disabilities Education Act (IDEA) brings together IDEA information and resources.

  • Part A of IDEA lays out the basic foundation for the rest of the Act. This section defines the terms used within the Act as well as providing for the creation of the Office of Special Education Programs, which is responsible for administering and carrying out the terms of IDEA (IDEA, 1997).
  • Part B of IDEA is the section which lays out the educational guidelines for school children 3-21 years of age. By law, states are required to educate students with disabilities (Martin, Martin, & Terman, 1996). IDEA provides financial support for state and local school districts.
  • Part C of IDEA recognizes the need for identifying and reaching very young children with disabilities. This portion of IDEA provides guidelines concerning the funding and services to be provides to children from birth through 2 years of age. Families are entitled to several services through part C of IDEA (IDEA, 1997).
  • Part D, the final section of IDEA describes national activities to be undertaken to improve the education of children with disabilities. These activities include grants to improve the education and transitional services provided to students with disabilities. In addition this section provides resources to support programs, projects and activities which contribute positive results for children with disabilities (IDEA, 1997).
Cultural Education Resources

PACER CENTER offers multicultural services and currently employs several members of diverse cultural groups to work with parents and caregivers. Multicultural staff work with all PACER projects and help families understand and access education, health, mental health, transition, and other services.

The Minnesota Department of Education (MDE) ensures educational equity and access for English learners (ELs) through high-quality language instruction.

Minnesota Education Equity Partnership uses a race equity lens to transform educational institutions, organizations, and leaders to ensure that students of color and American Indian students achieve full academic and leadership success.

Immigrant Children and Youth information through the Minnesota Department of Education provides information on safeguarding the civil rights of all students and families when collecting information.

World Languages prepares students to communicate and collaborate with people of diverse backgrounds at home and abroad.

Language Immersion Programs is a method developed to teach people a second language, in which the language being taught is used for instruction processes. The Minnesota Advocates for Immersion Network provides a list of immersion programs in Minnesota.

The Office of Indian Education provides information, resources, support and oversight to district, charter, and tribal contract schools throughout the state of Minnesota.

The Office of Equity and Inclusion through the Minnesota State Colleges and Universities system consults, advises, trains, and provides policy development in the areas of equity, inclusion, diversity, equal opportunity, and affirmative action. The office provides programs and services to support its colleges and universities, as well as the system office. In addition, the office partners with communities, businesses, and civic and educational organizations to impact student success, procurement practices, and campus climate.

Collaboration Resources

This joint memo (PDF) issued by the MN Department of Human Services and the MN Department of Education outlines how Early Intensive Developmental and Behavioral Intervention (EIDBI) providers and school districts can collaborate to provide coordinated supports. This infographic summarizes how EIDBI providers and school districts can collaborate together to best meet the needs of children and families.

DHS and the Minnesota Department of Education (MDE) created EIDBI service decision tool, DHS-6751U (PDF) to help people with ASD and their families decide what combination of EIDBI and/or special education services may be a good fit. Services and supports offered by the medical system and public school district are not one-size-fits-all. They should be chosen to meet the needs of each child and their family.

How to use the tool

Parents and caregivers can use EIDBI service decision tool, DHS-6751U (PDF) to decide when to use the state EIDBI benefit or services and supports through a public school’s special education program (or a combination of both). The decision tool is most useful when reviewing the results of clinical evaluations, educational evaluations and referrals or recommendations from a child’s care team. Review EIDBI Manual – Comparison of special education services and EIDBI for more details.

The purpose of these collaboration resources is to increase effective collaboration and genuine partnerships across families, educators, and multi-disciplinary providers. Effective collaboration is critical for children to successfully transition across activities and environments, be ready to learn in the most inclusive and thrive in the least restrictive environment. Further, genuine partnerships between families, schools and providers create a consistent foundation for children to successfully respond to change as they grow and develop, ultimately increasing independence, long-term outcomes, and quality of life.

For people with autism, transitions can be particularly challenging. Access to services and supports may vary drastically for children and families. Services and supports are often provided across a wide variety of settings and professionals with different qualifications and experiences. Transitioning from an environment with intensive, targeted supports to one with new variables, routines and expectations should be intentionally planned for.

The Role descriptions of providers, educators and other professionals (PDF) resource outlines the roles and responsibilities of all people involved in a student’s treatment planning. This will help clearly define the role of each person and ensure that all parties involved understand and agree on their role and responsibilities, as well as what is out of scope for their position.

The Early Intensive Developmental Behavioral Intervention (EIDBI), School and Children and Families with Autism Spectrum Disorders (ASD) Give-and-Get Agreement (PDF) outlines what providers, schools, as well as children and families give and get during a collaborative partnership. This person-centered planning resource will help teams come together and identify the shared best outcomes for the child and family.

The Early Intensive Developmental Behavioral Intervention (EIDBI) Template for Provider/School District Agreement (i.e., memorandum of understanding) (PDF) is an agreement between the provider and the school district to transition the student from EIDBI medically necessary services into the school environment. This is a template that can be adapted to meet the specific needs of the provider or school district. The resources helps address ethical, legal and privacy requirements.

Coordinating Services and Supports for a Child with ASD or a Related Condition is a self-paced online course that helps professionals working with children with autism spectrum disorder (ASD) and related conditions learn more about services and supports, including Children’s Therapeutic Services and Supports (CTSS), Early Intensive Developmental and Behavioral Intervention (EIDBI), special education and more.

Other Resources

The Ultimate Resource Guide for STEM Students With Autism offers resources to support a child, youth or young adult who is interested in learning more about science, technology, engineering, and mathematics (STEM).

The Parental Readiness and Empowerment Program created the Minnesota Special Education Parent Guide. The guide is intended to help parents become strong advocates for their children and train them on their legal rights related to their child’s education.

 

Source: Minnesota Autism Resource Portal

Back to top